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Eufrásia Victor
IIFA da Universidade de Évora
Portugal
https://orcid.org/0000-0003-0935-6241
Jorge Bonito
CIEP e Escola de Ciências Sociais da Universidade de Évora
Portugal
https://orcid.org/0000-0002-5600-0363
Vol. 9 (2022), Número monográfico XVI CIG-PP, pages 193-206
DOI: https://doi.org/10.17979/reipe.2022.9.0.8893
Submitted: Jan 10, 2022 Accepted: Feb 23, 2022 Published: Apr 29, 2022
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Abstract

Educational research has confirmed the undeniable importance of didactics for the good performance of the teacher. It is the didactics that allows greater efficiency and awareness, contributing to the full realization through an action adjusted to the form and capacity of learning, accompanied by understanding, security and encouragement, for everyone. This cross-sectional, descriptive survey study aimed to characterize the personal didactic model of 26 teachers who work in a school in Luanda, Angola. A questionnaire was applied, based on INPECIP, by Porlán et al. Descriptive and inferential statistical procedures were applied. The results indicate that teachers are very close to the theoretical framework presented. Didactics is seen as a scientific discipline, with conceptually understood in a different way. Several teaching models adopted by teachers are presented, with the constructivist model being the most common. The role of students in the planning of classes and their intervention in the evaluation brings together dispersion of positions, although a class must be active and allow the participation of students. Just over half of the teachers surveyed disregard that each teacher builds his own methodology for teaching science.

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