2

1º Semestre

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6.0

António José Mendes Rodrigues

Students argue the importance and the contribution of research to the professional development and to the assumption of the teacher as reflective practice.
Students know the different models of research in education and the ontological and epistemological assumptions associated with each of the models.
Students know and master the different stages that make up the scientific procedure.
Students know the main paradigms that have guided research in the teaching of Physical Education.

Ontological and epistemological assumptions associated with the positivist, interpretive and critical models in educational research;
Theoretical basis associated with different paradigms of research on teaching Physical Education;
Ethical issues involved in educational research;
Methodological and specific procedures associated to each of the paradigms and research strategies;
Validity and reliability issues in research.

Throughout the semester students will undertake a set of group tasks.
All these tasks will be steps for the training of skills that aim to enable students to produce a research project and to critically appreciate investigations that have already given way to publications in specialty journals. The tasks to be carried out are as follows:
1) Select a problem considered fundamental and of priority resolution by the school community.
2) Define a strategy for the exploration/revision of the literature.
3) Each element of the group review and present orally three articles.
4) Development of a research instrument that can give answers to the starting question.
5) Individual test on all contents of the curriculum unit.
Final Classification = (T1 + T2 + T3 + T4 + 4 * T5) / 8

Amado, J. (Coord.) (2015). Manual de Investigação Qualitativa em Educação. Coimbra: Imprensa da Universidade de Coimbra.
Carreiro da Costa, F. (2003). The Study of PE Teaching. Main Research Lines and Themes. In Ken Hardman (Ed.), Physical Education: Deconstruction and Reconstruction – Issues and Directions (pp. 86-102). Berlin: Verlag Karl Hofmann Schormdorf.
Coutinho, C. (2013). Metodologia da Investigação em Ciências Sociais e Humanas: teoria e prática (2.ª edição). Lisboa: Livraria Almedina.
Foddy, W. (1996). Como Perguntar. Teoria e prática da construção de perguntas em entrevistas e questionários. Oeiras: Celta Editora.
Ghiglione, R. & Matalon, B. (1997). O Inquérito. Teoria e Prática. Oeiras: Celta Editora.
Graber, K. C. (2001). Research on teaching in physical education. In V. Richardson (Ed.). Handbook of Research on Teaching (4th Ed.). New York: Macmillan.
Quivy, R., & Campenhoudt, L. (2008). Manual de Investigação em Ciências Sociais. Lisboa: Gradiva. 5.ª edição.
Reason, P. & Bradbury, H. (2001). Handbook of Action Research. Participative Inquiry & Practice. London: Sage Publications.