Resumo

FERREIRA, Marco Paulo Maia. TEACHERS’ CONCEPTIONS AND PRACTICES OF TEACHING AND LEARNING: DEVELOPMENT OF FOUR RELEVANT THEORETICAL AND EMPIRICAL DIMENSIONS. Rev. Bras. Educ. [online]. 2023, vol.28, e280065.  Epub 12-Jul-2023. ISSN 1809-449X.  https://doi.org/10.1590/s1413-24782023280065.

In Portugal, there are no validated instruments available with metric qualities that relate teaching and learning concepts to pedagogical practices. Therefore, a questionnaire on teaching and learning concepts and practices was developed. Content validity was evaluated by ten experts and the questionnaire was applied to 294 primary and secondary school teachers with diversified demographic variables. Reliability was confirmed by internal consistency and temporal stability (test-retest) and an exploratory factor analysis revealed four factors/dimensions that explain 54.4% of the total variance. The four dimensions emphasise two ways of conceiving of teaching and learning, one more comprehensive and collaborative and the other more systematic and conventional; and two types of pedagogical practices, one more inclusive and the other more conservative. The analysis of the questionnaire data revealed that the relationship between teaching and learning conceptions and practices can shape teacher training.

Palavras-chave : teaching and learning conceptions; pedagogical practices; content validity; factor analysis; teacher training.

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