Designing groupware for collaborative lesson planning for basic education teachers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFPE |
Texto Completo: | https://repositorio.ufpe.br/handle/123456789/49660 |
Resumo: | Collaborative lesson planning among basic education (K-12) teachers encourages experience and educational resource sharing. Those practices are distributed in time and space and vary as professionals evolve their experiences. Teachers creatively improvise the functions of mundane and digital artifacts to accomplish circumstantial objectives that emerge in collaborative professional practice. In this thesis, we use a digital ethnography approach to deeply understand the social experience of collaborative lesson planning and build knowledge about these phenomena. We adopt the anthropological notions of improvisation and contingency to understand how creatively basic education teachers collaborate while preparing classes. We conducted sequences of unstructured interviews in the workplace (schools and homes) and virtually reenacted observations. All collected data were analyzed to evidence the situated meanings of materials, relationships, and circumstances of these idiosyncratic procedures among professionals. The main results evidence some improvisations and contingencies in sharing experiences and how artifacts directly structure practices and experiences, leading to frustration, dissatisfaction, and, consequently, helplessness. We present specific recommendations for the design of teachers' collaborative lesson planning support systems. Thus, we performed a situated participatory design that allowed teachers to visualize themselves in possible future scenarios, using groupware to support their collaborative classroom preparation practices. The results indicate that carrying out collaborative lesson planning activities in a class planning groupware designed from a participatory design with elementary school teachers is a successful approach, as it allows the design of significant artificial artifacts for teachers and promotes well-being related to the domains of affect, community, and work. |
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QUEIROS, Leandro Marqueshttp://lattes.cnpq.br/1547638419636850http://lattes.cnpq.br/7188784344595649http://lattes.cnpq.br/9651674615477406GOMES, Alex SandroSILVA, Rosane Maria Alencar da2023-04-13T15:20:07Z2023-04-13T15:20:07Z2022-08-31QUEIROS, Leandro Marques. Designing groupware for collaborative lesson planning for basic education teachers. 2022. Tese (Doutorado em Ciência da Computação) – Universidade Federal de Pernambuco, Recife, 2022.https://repositorio.ufpe.br/handle/123456789/49660Collaborative lesson planning among basic education (K-12) teachers encourages experience and educational resource sharing. Those practices are distributed in time and space and vary as professionals evolve their experiences. Teachers creatively improvise the functions of mundane and digital artifacts to accomplish circumstantial objectives that emerge in collaborative professional practice. In this thesis, we use a digital ethnography approach to deeply understand the social experience of collaborative lesson planning and build knowledge about these phenomena. We adopt the anthropological notions of improvisation and contingency to understand how creatively basic education teachers collaborate while preparing classes. We conducted sequences of unstructured interviews in the workplace (schools and homes) and virtually reenacted observations. All collected data were analyzed to evidence the situated meanings of materials, relationships, and circumstances of these idiosyncratic procedures among professionals. The main results evidence some improvisations and contingencies in sharing experiences and how artifacts directly structure practices and experiences, leading to frustration, dissatisfaction, and, consequently, helplessness. We present specific recommendations for the design of teachers' collaborative lesson planning support systems. Thus, we performed a situated participatory design that allowed teachers to visualize themselves in possible future scenarios, using groupware to support their collaborative classroom preparation practices. The results indicate that carrying out collaborative lesson planning activities in a class planning groupware designed from a participatory design with elementary school teachers is a successful approach, as it allows the design of significant artificial artifacts for teachers and promotes well-being related to the domains of affect, community, and work.CNPqO planejamento colaborativo de aulas entre professores da educação básica incentiva o compartilhamento de experiências e recursos educacionais. Essas práticas estão distribuídas no tempo e no espaço e variam à medida que os profissionais evoluem suas experiências. Os professores improvisam criativamente as funções de artefatos mundanos e digitais para atingir objetivos circunstanciais que emergem na prática profissional colaborativa. Nesta tese, usamos uma abordagem de etnografia digital para entender profundamente a experiência social do planejamento colaborativo de aulas e construir conhecimento sobre esse fenômeno. Adotamos as noções antropológicas de improvisação e contingência para entender como os professores da educação básica colaboram criativamente no planejamento das aulas. Realizamos sequências de entrevistas não estruturadas no local de trabalho (escolas e residências) e virtualmente reencenamos observações. Todos os dados coletados foram analisados para evidenciar os significados situados dos materiais, relações e circunstâncias desses procedimentos idiossincráticos entre os profissionais. Os principais resultados evidenciam alguns improvisos e contingências no compartilhamento de experiências e como os artefatos estruturam diretamente práticas e experiências, além de identificação em alguns casos de frustração, insatisfação e, consequentemente, desamparo. Apresentamos recomendações específicas para o design de sistemas de apoio ao planejamento de aulas colaborativas de professores. Assim, realizamos um design participativo situado que permitiu que os professores se visualizassem em possíveis cenários futuros, usando sistema colaborativo para apoiar suas práticas colaborativas de preparação em sala de aula. Os resultados indicam que a realização de atividades colaborativas de planejamento elaborada a partir de um design participativo com professores do ensino fundamental é uma abordagem bem-sucedida, pois permite o design de artefatos artificiais significativos para os professores e promove o bem-estar relacionado aos domínios de afeto, comunidade e trabalho.porUniversidade Federal de PernambucoPrograma de Pos Graduacao em Ciencia da ComputacaoUFPEBrasilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessMídia e interaçãoDesign participativoDesigning groupware for collaborative lesson planning for basic education teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisdoutoradoreponame:Repositório Institucional da UFPEinstname:Universidade Federal de Pernambuco (UFPE)instacron:UFPETEXTTESE Leandro Marques Queiros.pdf.txtTESE Leandro Marques Queiros.pdf.txtExtracted texttext/plain272634https://repositorio.ufpe.br/bitstream/123456789/49660/4/TESE%20Leandro%20Marques%20Queiros.pdf.txt3e1c8937dae550e021ce998463f774f1MD54THUMBNAILTESE Leandro Marques Queiros.pdf.jpgTESE Leandro Marques Queiros.pdf.jpgGenerated Thumbnailimage/jpeg1184https://repositorio.ufpe.br/bitstream/123456789/49660/5/TESE%20Leandro%20Marques%20Queiros.pdf.jpg2bbb7ee3b2b1a75b30821b93dda5a771MD55ORIGINALTESE Leandro Marques Queiros.pdfTESE Leandro Marques Queiros.pdfapplication/pdf3871354https://repositorio.ufpe.br/bitstream/123456789/49660/1/TESE%20Leandro%20Marques%20Queiros.pdf34c7a6a6b2afeff18ba825bce2982a76MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.pt_BR.fl_str_mv |
Designing groupware for collaborative lesson planning for basic education teachers |
title |
Designing groupware for collaborative lesson planning for basic education teachers |
spellingShingle |
Designing groupware for collaborative lesson planning for basic education teachers QUEIROS, Leandro Marques Mídia e interação Design participativo |
title_short |
Designing groupware for collaborative lesson planning for basic education teachers |
title_full |
Designing groupware for collaborative lesson planning for basic education teachers |
title_fullStr |
Designing groupware for collaborative lesson planning for basic education teachers |
title_full_unstemmed |
Designing groupware for collaborative lesson planning for basic education teachers |
title_sort |
Designing groupware for collaborative lesson planning for basic education teachers |
author |
QUEIROS, Leandro Marques |
author_facet |
QUEIROS, Leandro Marques |
author_role |
author |
dc.contributor.authorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/1547638419636850 |
dc.contributor.advisorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/7188784344595649 |
dc.contributor.advisor-coLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/9651674615477406 |
dc.contributor.author.fl_str_mv |
QUEIROS, Leandro Marques |
dc.contributor.advisor1.fl_str_mv |
GOMES, Alex Sandro |
dc.contributor.advisor-co1.fl_str_mv |
SILVA, Rosane Maria Alencar da |
contributor_str_mv |
GOMES, Alex Sandro SILVA, Rosane Maria Alencar da |
dc.subject.por.fl_str_mv |
Mídia e interação Design participativo |
topic |
Mídia e interação Design participativo |
description |
Collaborative lesson planning among basic education (K-12) teachers encourages experience and educational resource sharing. Those practices are distributed in time and space and vary as professionals evolve their experiences. Teachers creatively improvise the functions of mundane and digital artifacts to accomplish circumstantial objectives that emerge in collaborative professional practice. In this thesis, we use a digital ethnography approach to deeply understand the social experience of collaborative lesson planning and build knowledge about these phenomena. We adopt the anthropological notions of improvisation and contingency to understand how creatively basic education teachers collaborate while preparing classes. We conducted sequences of unstructured interviews in the workplace (schools and homes) and virtually reenacted observations. All collected data were analyzed to evidence the situated meanings of materials, relationships, and circumstances of these idiosyncratic procedures among professionals. The main results evidence some improvisations and contingencies in sharing experiences and how artifacts directly structure practices and experiences, leading to frustration, dissatisfaction, and, consequently, helplessness. We present specific recommendations for the design of teachers' collaborative lesson planning support systems. Thus, we performed a situated participatory design that allowed teachers to visualize themselves in possible future scenarios, using groupware to support their collaborative classroom preparation practices. The results indicate that carrying out collaborative lesson planning activities in a class planning groupware designed from a participatory design with elementary school teachers is a successful approach, as it allows the design of significant artificial artifacts for teachers and promotes well-being related to the domains of affect, community, and work. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-08-31 |
dc.date.accessioned.fl_str_mv |
2023-04-13T15:20:07Z |
dc.date.available.fl_str_mv |
2023-04-13T15:20:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
QUEIROS, Leandro Marques. Designing groupware for collaborative lesson planning for basic education teachers. 2022. Tese (Doutorado em Ciência da Computação) – Universidade Federal de Pernambuco, Recife, 2022. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpe.br/handle/123456789/49660 |
identifier_str_mv |
QUEIROS, Leandro Marques. Designing groupware for collaborative lesson planning for basic education teachers. 2022. Tese (Doutorado em Ciência da Computação) – Universidade Federal de Pernambuco, Recife, 2022. |
url |
https://repositorio.ufpe.br/handle/123456789/49660 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Pernambuco |
dc.publisher.program.fl_str_mv |
Programa de Pos Graduacao em Ciencia da Computacao |
dc.publisher.initials.fl_str_mv |
UFPE |
dc.publisher.country.fl_str_mv |
Brasil |
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Universidade Federal de Pernambuco |
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