Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EAD em Foco |
Texto Completo: | https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1932 |
Resumo: | The present work proposes to highlight the results of the doctoral research “Reflections of teacher training – use of digital technologies in professional practice”, completed in 2022, under the Public Policies and Human Training program (PPFH-UERJ). The investigation seeks as a central focus to identify whether undergraduate courses - offered at a distance - train teachers who promote a differentiated use of technological resources in professional practice due to the methodology they chose to study - with special emphasis on the context of the pandemic. In addition to what they learned along the training trajectory, the objective is to understand the meaning of the experience lived during the pandemic context through the expression of the teachers themselves. As a methodological approach, it was decided to carry out descriptive research with a quantitative and qualitative nature, combining two methods – semi-structured interview (aimed at a micro group) and a questionnaire (aimed at a macro group). The analysis of the results showed, among other points, a training - including during the pandemic period - that is more out of curiosity and the educator's own efforts than the experience lived at the time of formal training. Among the main theoretical references, Masetto (2018), Gatti (2016) and Kenski (2016) stood out throughout the work to address teacher training;and Santos (2019) when discussing the context of online education and teaching as phenomena of cyberculture. Keywords: Teacher training. Teaching practice. digital technologies. |
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Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching PracticesLicenciaturas a Distância, Tecnologias Digitais e Pandemia: Relatos de Práticas DocentesFormação docente Prática docente Tecnologias digitaisTeacher training Teaching practicedigital technologiesThe present work proposes to highlight the results of the doctoral research “Reflections of teacher training – use of digital technologies in professional practice”, completed in 2022, under the Public Policies and Human Training program (PPFH-UERJ). The investigation seeks as a central focus to identify whether undergraduate courses - offered at a distance - train teachers who promote a differentiated use of technological resources in professional practice due to the methodology they chose to study - with special emphasis on the context of the pandemic. In addition to what they learned along the training trajectory, the objective is to understand the meaning of the experience lived during the pandemic context through the expression of the teachers themselves. As a methodological approach, it was decided to carry out descriptive research with a quantitative and qualitative nature, combining two methods – semi-structured interview (aimed at a micro group) and a questionnaire (aimed at a macro group). The analysis of the results showed, among other points, a training - including during the pandemic period - that is more out of curiosity and the educator's own efforts than the experience lived at the time of formal training. Among the main theoretical references, Masetto (2018), Gatti (2016) and Kenski (2016) stood out throughout the work to address teacher training;and Santos (2019) when discussing the context of online education and teaching as phenomena of cyberculture. Keywords: Teacher training. Teaching practice. digital technologies.El presente trabajo se propone destacar los resultados de la investigación doctoral "Reflexiones de la formación docente – uso de tecnologías digitales en la práctica profesional", concluida en 2022, en el ámbito del programa Políticas Públicas y Formación Humana (PPFH-UERJ). La investigación buscó como eje central identificar si los cursos de pregrado -ofrecidos a distancia- forman docentes que promuevan un uso diferenciado de los recursos tecnológicos en la práctica profesional debido a la metodología que eligieron para estudiar. Además de lo aprendido a lo largo de la trayectoria formativa, el objetivo fue comprender el significado de la experiencia vivida durante el contexto de la pandemia, en 2020 y 2021, a través de la expresión de los propios docentes. Como enfoque metodológico, se optó por realizar una investigación descriptiva con carácter cuantitativo y cualitativo, combinando dos métodos – entrevista semiestructurada (dirigida a un micro grupo) y cuestionario (dirigido a un macro grupo). El análisis de los resultados mostró, entre otros puntos, una formación -incluso durante el período de la pandemia- que es más por la curiosidad y el propio esfuerzo del educador que por la experiencia vivida en el momento de la formación formal. Entre los principales referentes teóricos, Masetto (2018), Gatti (2016) y Kenski (2016) se destacaron a lo largo del trabajo para abordar la formación docente; Hargreaves (2003) al tratar de la sociedad del conocimiento, Santos (2019) al discutir el contexto de la educación y la enseñanza en línea como fenómenos de la cibercultura y Moran (2018) sobre la realidad de la enseñanza presencial y a distancia.O presente trabalho se propõe a destacar os resultados da pesquisa de doutorado “Reflexos da formação docente – uso de tecnologias digitais na prática profissional”, concluída em 2022, no âmbito do programa de Políticas Públicas e Formação Humana (PPFH-UERJ). A investigação buscou como foco central identificar se cursos de licenciatura – ofertados a distância – formam professores que promovem um uso diferenciado dos recursos tecnológicos na prática profissional em razão da metodologia que optaram estudar. Para além daquilo que aprenderam ao logo da trajetória formativa, objetivou-se perceber o significado da experiência vivida durante o contexto pandêmico, em 2020 e 2021, por meio da expressão dos próprios docentes. Como percurso metodológico, optou-se pela realização de pesquisa descritiva de cunho quantitativo e qualitativo conjugando dois métodos – entrevista semiestruturada (voltada a um grupo micro) e questionário (destinado a um grupo macro). A análise dos resultados evidenciou, entre outros pontos, uma formação – inclusive no período da pandemia - que se dá mais por curiosidade e esforços próprios do educador do que pela experiência vivida no momento de uma formação formal. Entre os principais referenciais teóricos, destacaram-se, ao longo do trabalho, Masetto (2018), Gatti (2016) e Kenski (2016) para tratar a formação docente; e Santos (2019) ao problematizar o contexto da educação e docência online como fenômenos da cibercultura. Palavras-chave: Formação docente. Prática docente. Tecnologias digitais.Fundação Cecierj2023-05-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/193210.18264/eadf.v12i3.1932EaD em Foco; Vol. 12 No. 3 (2022): Special Edition: Research Training in Cyberculture; e1932EaD em Foco; Vol. 12 Núm. 3 (2022): Edición Especial: Investigación y Formación en Cibercultura; e1932EaD em Foco; v. 12 n. 3 (2022): Dossiê Especial - Pesquisaformação na Cibercultura: Experiências da Pandemia; e19322177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1932/834Copyright (c) 2022 EaD em Focohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAlmeida, Clarisse de Mendonça e2023-06-20T17:44:07Zoai:ojs.eademfoco.cecierj.edu.br:article/1932Revistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONGhttp://eademfoco.cecierj.edu.br/index.php/Revista/oai||eademfoco@cecierj.edu.br2177-83102177-8310opendoar:2023-06-20T17:44:07EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)false |
dc.title.none.fl_str_mv |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices Licenciaturas a Distância, Tecnologias Digitais e Pandemia: Relatos de Práticas Docentes |
title |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices |
spellingShingle |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices Almeida, Clarisse de Mendonça e Formação docente Prática docente Tecnologias digitais Teacher training Teaching practice digital technologies |
title_short |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices |
title_full |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices |
title_fullStr |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices |
title_full_unstemmed |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices |
title_sort |
Distance Degrees, Digital Technologies and Pandemic: Reports of Teaching Practices |
author |
Almeida, Clarisse de Mendonça e |
author_facet |
Almeida, Clarisse de Mendonça e |
author_role |
author |
dc.contributor.author.fl_str_mv |
Almeida, Clarisse de Mendonça e |
dc.subject.por.fl_str_mv |
Formação docente Prática docente Tecnologias digitais Teacher training Teaching practice digital technologies |
topic |
Formação docente Prática docente Tecnologias digitais Teacher training Teaching practice digital technologies |
description |
The present work proposes to highlight the results of the doctoral research “Reflections of teacher training – use of digital technologies in professional practice”, completed in 2022, under the Public Policies and Human Training program (PPFH-UERJ). The investigation seeks as a central focus to identify whether undergraduate courses - offered at a distance - train teachers who promote a differentiated use of technological resources in professional practice due to the methodology they chose to study - with special emphasis on the context of the pandemic. In addition to what they learned along the training trajectory, the objective is to understand the meaning of the experience lived during the pandemic context through the expression of the teachers themselves. As a methodological approach, it was decided to carry out descriptive research with a quantitative and qualitative nature, combining two methods – semi-structured interview (aimed at a micro group) and a questionnaire (aimed at a macro group). The analysis of the results showed, among other points, a training - including during the pandemic period - that is more out of curiosity and the educator's own efforts than the experience lived at the time of formal training. Among the main theoretical references, Masetto (2018), Gatti (2016) and Kenski (2016) stood out throughout the work to address teacher training;and Santos (2019) when discussing the context of online education and teaching as phenomena of cyberculture. Keywords: Teacher training. Teaching practice. digital technologies. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-05-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1932 10.18264/eadf.v12i3.1932 |
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https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1932 |
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10.18264/eadf.v12i3.1932 |
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https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1932/834 |
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Copyright (c) 2022 EaD em Foco https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Copyright (c) 2022 EaD em Foco https://creativecommons.org/licenses/by/4.0 |
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Fundação Cecierj |
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Fundação Cecierj |
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EaD em Foco; Vol. 12 No. 3 (2022): Special Edition: Research Training in Cyberculture; e1932 EaD em Foco; Vol. 12 Núm. 3 (2022): Edición Especial: Investigación y Formación en Cibercultura; e1932 EaD em Foco; v. 12 n. 3 (2022): Dossiê Especial - Pesquisaformação na Cibercultura: Experiências da Pandemia; e1932 2177-8310 reponame:EAD em Foco instname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) instacron:CECIERJ |
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EAD em Foco - Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ) |
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