Using digital textbook (from now on, DTB) in the learning context has been gradually gaining importance in the 21 st century educational scenarios. Nevertheless, there is ambiguity in the literature and in the educational field as far as the advantages and efficiency of the widespread use of digital textbook. In order to understand, in the Portuguese context, the implications foreseen, as far as the learning process is concerned, on the use of digital textbook, the present study focuses on students' perceptions of some pedagogical and functional issues related to the use of digital textbook and was carried on at a higher School of Education in Oporto. A total of sixty-six students from postgraduate classes (future teachers/educators of children from five up to eleven years old) participated in the study by completing a survey questionnaire regarding their representations on their familiarity, perceived pedagogical advantages, textbook format preferences (print vs. digital) and learning potentiality of the digital textbook. The results illustrate the importance given to digital textbook, and despite the fact that the students were, to a large extent, unaware of the concept of digital textbook, their perceptions on the usability and pedagogical aspects indicate, on the one hand, the need for continued growth in the number and variety of digital textbook made available and, on the other hand, that more research on this subject is needed.Resumen: El uso de libros de texto digital (de ahora en adelante , LTD) no contexto educativo foi gañando pouco a pouco importancia nos escenarios educativos do século 21. Sin embargo, hay una ambigüedad en la literatura y en el ámbito educativo cuanto a las ventajas y la eficacia de la utilización generalizada del libro de texto digital. Con el fin de entender, en el contexto portugués, las consecuencias, para el proceso de aprendizaje, del uso de libro de texto digital, el presente estudio se centra en las percepciones de los estudiantes sobre algunas cuestiones pedagógicas y funcionales relacionados con el uso de libros de texto digitales y se llevó a cabo en una Escuela Superior de Educación situada en el Porto. El total de sesenta y seis estudiantes de clases de posgrado (futuros profesores / educadores de niños de cinco hasta once años) participaron en el estudio, completando el cuestionario con respecto a sus representaciones cuanto a su familiaridad, ventajas pedagógicas percibidas, formato preferencial de lectura (impresión vs digitalmente) y la potencialidad para el aprendizaje del libro de texto digital. Los resultados ilustran la importancia que se da a los libros de texto digitales, y aunque los estudiantes expresan, en gran medida, un desconocimiento del concepto de libro de texto digital, sus percepciones cuanto a su uso y a los aspectos pedagógicos indican, en primer lugar, la necesidad de un crecimiento continuo tanto cuanto a su importe cuanto a la variedad de libros disponibles en texto digital y, además, que se necesita más investigación sobre este tema.Palabras c...

The teaching of grammar, as envisaged in the official curriculum, has been identified as challenging for many Portuguese teachers. In this paper, we present a study conducted with the aim of characterizing primary and middle school teachers' perceptions about their own grammar teaching, utilizing Shulman's model (1987) as adapted by Grossman (1990). We carried out a collective case study, using a questionnaire survey (n=200 teachers) to determine the importance teachers attach to teaching grammar, the degree of perceived adequacy of their knowledge and the difficulties they identify in this area of their teaching. The results reveal that teachers' perceptions are shaped by multiple decisive factors including content knowledge, pedagogical content knowledge, knowledge of the curricula and general educational knowledge. Based on these findings, we advocate the need to rethink how teachers are trained and to (re) create awareness about the complexity of knowledge in grammar teaching and its role in effective student learning.

Prova de Consciência Morfológica (PCM): contributos para a sua validação A Morphological Awareness Test (PCM): Contribution to its validationRESUMO -A relação entre consciência fonológica e consciência morfológica e a contribuição independente de cada uma para a aprendizagem da leitura não reúnem ainda consenso na literatura. Alguns autores argumentam que a consciência morfológica não contribui de forma independente da consciência fonológica para a aprendizagem da leitura. No entanto, outros encontraram dados que indicam que a consciência morfológica tem um papel específi co na progressão da aprendizagem da leitura. Todavia, para além da variedade de tarefas usadas não permitir a comparação de resultados, a ausência de estudos prévios sobre a validade e a fi delidade das mesmas conduz a resultados cuja confi abilidade pode ser posta em causa. Este estudo tem como objetivo apresentar uma análise das qualidades psicométricas da PCM -Prova de Consciência Morfológica. A amostra é constituída por 243 crianças do 2.º (n = 79), 3.º (n = 83) e 4.º (n = 81) anos frequentando escolas públicas, urbanas, do distrito do Porto (norte de Portugal). Os resultados revelaram que a PCM possui uma elevada consistência interna (α = .95). Na análise em componentes principais, foi extraído um único fator, com valor próprio igual a 10.88, que explica 54.42% da variância total dos resultados. Os itens são todos saturados no fator, variando as saturações fatoriais entre um mínimo de .42 e o máximo de .91.Palavras-chave: consciência morfológica, avaliação metalinguística, morfologia. ABSTRACT -The relationship between phonological awareness and morphological awareness and the independent contribution of each one for reading achievement has been an issue of debate in the literature. Some authors argue that morphological awareness does not contribute independently of phonological awareness for learning to read. Others found evidence to suggest that morphological awareness has a specifi c role in the reading acquisition process. Nevertheless, studies results' are fragile, as there is no possibility to compare them, due to the too wide range of assessment tasks. Another factor concurring to the fragility of the results presented so far in the literature is the lack of validity and reliability studies regarding the assessment tasks. This study presents an analysis of the psychometric properties of the PCM -Morphological Awareness Test. We assessed 243 children attending the 2 nd (n = 79), the 3 rd (n = 83) and the 4 th (n = 81) grades in public urban schools in Porto (city in the north of Portugal). Results indicate that the PCM has a high internal consistency (α = .95). In the factor analysis a single factor was extracted with eigenvalue equal to 10.88, which explains 54.42 % of the total variance of the results. The items are all saturated in the factor, with values ranging from a minimum of .42 to a maximum of .91.Keywords: morphological awareness, metalinguistic assessment, morphology. IntroduçãoOs sistemas de escrita alfabética baseiam-se...

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