Pupils’ perspectives on their learning experiences
implications for teacher education
DOI:
https://doi.org/10.28998/2175-6600.2021v13nEspp423-445Keywords:
Pupils’ perspectives, Learning experiences, Sociology of Childhood, Teacher educationAbstract
This article presents the results of a research inserted in the European project "New European Settings for Teachers and Teaching - NESTT", with the objective of knowing the perspectives of children/students on their learning experiences, informal (school) and non-formal education contexts, seeking to question from this angle matters on teaching and teacher training. A survey was applied in Portuguese, Polish and Romanian schools to 546 students aged between 10 and 16. Three blocks of questions - what I like most to learn; where I learn more and better; how I learn more and better – Three blocks of questions structured the questionnaire and also the data analysis based on descriptive statistics. The interpretation and discussion of the results were based on theoretical perspectives of the Sociology of Childhood, conceiving the child as a subject of rights and social actor competent and with voice, in order to evidence questions and contributions to a critical and transformative reflection around teacher education.
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