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What teachers want to mean with student`s “affective behaviour”
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Abstract(s)
O comportamento afectivo da sala de aula é a variável menos estudada na interacção da sala de
aula. Assim, o nosso estudo partiu da pergunta ”A que é que os professores se referem quando falam
do comportamento “afectivo” ou “não cognitivo” dos seus alunos”. Sabe-se que a percepção dos pro fessores acerca dos seus alunos afecta o desempenho destes (Brophy, 1979; Brophy & Good, 1986).
A nossa amostra foi de 25 professores do 1º Ciclo do ensino básico, Funchal/ Portugal, com ida des compreendidas entre os 24 e 53 anos (média 28 anos), com 1 a 27 anos de serviço (média 13
anos). Cada professor descreveu 5 experiências que tivessem realmente ocorrido e que achassem que
se relacionavam com uma vivência afectiva com os seus alunos.
Analisaram-se 60 casos para identificar os principais aspectos que os professores valorizam e
associam às vivências afectivas no espaço sala de aula. Por último reflectiu-se sobre com estes aspec tos aprecem associados através da analise factorial de correspondências múltiplas.
The affective behaviour in the classroom is the less studied variable of classroom interaction, espe cially teacher’s perspective about it. So, our study started with the question: What teacher’s mean when they talk about “affective behaviour” or “non-cognitive” behaviour of their student’s? We know that tea cher’s perceptions about their student’s affects student’s performance (Brophy, 1979; Brophy & Good, 1986). Our sample were 25 female teachers of elementary school, Funchal/ Portugal, with ages between 24 and 53 years old (mean 38 years) and with 1 to 27 professional experience (mean 13 years). Each teacher reported five different experiences that really took part of their professional experience, which they related with an important affective behaviour. In the end we analysed 60 histories to identify what teacher’s associate to affective life experiences. We use correspondent multifactorial analyses to establish different profiles.
The affective behaviour in the classroom is the less studied variable of classroom interaction, espe cially teacher’s perspective about it. So, our study started with the question: What teacher’s mean when they talk about “affective behaviour” or “non-cognitive” behaviour of their student’s? We know that tea cher’s perceptions about their student’s affects student’s performance (Brophy, 1979; Brophy & Good, 1986). Our sample were 25 female teachers of elementary school, Funchal/ Portugal, with ages between 24 and 53 years old (mean 38 years) and with 1 to 27 professional experience (mean 13 years). Each teacher reported five different experiences that really took part of their professional experience, which they related with an important affective behaviour. In the end we analysed 60 histories to identify what teacher’s associate to affective life experiences. We use correspondent multifactorial analyses to establish different profiles.
Description
Keywords
Comportamento afectivo na sala de aula Percepção dos professores Interacção professor/aluno 1.º Ciclo do Ensino Básico Classroom affective behaviour Teacher’s perceptions Student-teacher interaction Elementary school . Faculdade de Artes e Humanidades
Citation
Franco, M. G. (2009). What teachers want to mean with student`s “affective behaviour”. International Journal of Developmental and Educational Psychology, 4(1), 417-426.
Publisher
Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia, Adolescencia y Mayores