Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21863 |
Resumo: | This research aimed at examining the contributions of the experiences of three teachers in the role of online teacher educators, materials designers and virtual tutors in a blended learning pedagogical program for Professional Education teachers (FPDEP-EaD) to their own development as: a) online teacher educators and materials designers, and virtual tutors, and b) online teacher educators for Professional Education critical reflective teachers. This study shows the history and the main characteristics of Professional Education in Brazil and discusses some aspects of teacher education in this field (GARCIA, 2000; MACHADO, 2008; VILELLA, 2017). It also presents the definition, principles and terms used in Online Distance Learning and its models (MOORE, KEARSLEY, 2007; BRASIL, 2007; VIANNEY, 2010; MORAN, 2010; BRASIL, 2017). Competences needed for online distance learning teaching and some aspects related to the development of teacher educators in this area are also discussed (ALVES, 2007; TERÇARIOL, 2009; MILL, 2012A, 2012B; BERNARDI, MORESCO E BEHAR, 2013, among others). This research is grounded on the concept of reflective teacher, understood as a person who reflects upon his/her practice in order to make decisions in reaction to facts aiming to transform them and, thus, transform the society (FREIRE, 1996; SCHÖN, 1992, 2000; CELANI, 2003, RAMOS, 2010 E ALARCÃO, 2011). This case study focuses on the first group of the FPDEP-EaD program, offered in 2012. The participants were in charge of the subjects: Philosophical and Sociological Foundations of Education, Brazilian Sign Language and Foundations of Didactics and Teaching Methodology 2, and worked as online teacher educators and materials designers, and virtual tutors. Data came from a retrospective report, a Google questionnaire form, a semi-structured interview and reflective activities. Content Analysis was used to analyze them (BARDIN, 1977; FRANCO, 2088). Results show that the experience in the program contributed for the participants: a)to learn practical aspects of the functions of online teacher educators and materialsdesigners, and virtual tutors, b) to reflect upon their actions. This experience also contributed to their development as online teacher educators of critical reflective teachers, although face-to-face moments were indicated as essential in this process. Students’ development for Professional Education was indirectly explored in activities for reflection upon their practices. Possible implications of this work may be the creation of programs for teacher educators in this context aimed at raising awareness of the need of activities that directly address Professional Education. The creation of blended learning critical reflective teaching programs for teacher educator as a bridge for future online distance learning programs in this field is also suggested |
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Celani, Maria Antonieta Albahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778630Y9Vallim, Maria Aparecida Gazotti2018-12-21T11:44:02Z2018-12-12Vallim, Maria Aparecida Gazotti. Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso. 2018. 217 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21863This research aimed at examining the contributions of the experiences of three teachers in the role of online teacher educators, materials designers and virtual tutors in a blended learning pedagogical program for Professional Education teachers (FPDEP-EaD) to their own development as: a) online teacher educators and materials designers, and virtual tutors, and b) online teacher educators for Professional Education critical reflective teachers. This study shows the history and the main characteristics of Professional Education in Brazil and discusses some aspects of teacher education in this field (GARCIA, 2000; MACHADO, 2008; VILELLA, 2017). It also presents the definition, principles and terms used in Online Distance Learning and its models (MOORE, KEARSLEY, 2007; BRASIL, 2007; VIANNEY, 2010; MORAN, 2010; BRASIL, 2017). Competences needed for online distance learning teaching and some aspects related to the development of teacher educators in this area are also discussed (ALVES, 2007; TERÇARIOL, 2009; MILL, 2012A, 2012B; BERNARDI, MORESCO E BEHAR, 2013, among others). This research is grounded on the concept of reflective teacher, understood as a person who reflects upon his/her practice in order to make decisions in reaction to facts aiming to transform them and, thus, transform the society (FREIRE, 1996; SCHÖN, 1992, 2000; CELANI, 2003, RAMOS, 2010 E ALARCÃO, 2011). This case study focuses on the first group of the FPDEP-EaD program, offered in 2012. The participants were in charge of the subjects: Philosophical and Sociological Foundations of Education, Brazilian Sign Language and Foundations of Didactics and Teaching Methodology 2, and worked as online teacher educators and materials designers, and virtual tutors. Data came from a retrospective report, a Google questionnaire form, a semi-structured interview and reflective activities. Content Analysis was used to analyze them (BARDIN, 1977; FRANCO, 2088). Results show that the experience in the program contributed for the participants: a)to learn practical aspects of the functions of online teacher educators and materialsdesigners, and virtual tutors, b) to reflect upon their actions. This experience also contributed to their development as online teacher educators of critical reflective teachers, although face-to-face moments were indicated as essential in this process. Students’ development for Professional Education was indirectly explored in activities for reflection upon their practices. Possible implications of this work may be the creation of programs for teacher educators in this context aimed at raising awareness of the need of activities that directly address Professional Education. The creation of blended learning critical reflective teaching programs for teacher educator as a bridge for future online distance learning programs in this field is also suggestedEsta pesquisa teve por objetivo examinar as contribuições das vivências de três professores nos papéis de professores formadores em EaD e tutores virtuais de um curso semipresencial de formação pedagógica de docentes para a Educação Profissional (EP) de Nível Médio (FPDEP-EaD) para suas respectivas formações: a) como tutores virtuais e professores formadores em EaD e b) como formadores de professores crítico-reflexivos para a EP em EaD. Este trabalho traz um histórico da Educação Profissional no Brasil com suas principais características e aspectos relacionados à formação de professores nesse contexto (GARCIA, 2000; MACHADO, 2008; VILELLA, 2017). Apresenta ainda a definição, fundamentos e termos da Educação a Distância e seus modelos de implementação (MOORE, KEARSLEY, 2007; BRASIL, 2007; VIANNEY, 2010; MORAN, 2010; BRASIL, 2017), competências para a docência e alguns aspectos relativos à formação de formadores de professores em EaD (ALVES, 2007; TERÇARIOL, 2009; MILL, 2012A, 2012B; BERNARDI, MORESCO E BEHAR, 2013, dentre outros). Esta pesquisa está embasada na concepção de professor crítico-reflexivo e o compreende como aquele que reflete sobre sua prática com vistas a tomar uma posição diante dos fatos de forma a transformá-los e, assim, transformar a sociedade (FREIRE, 1996; SCHÖN, 1992, 2000; CELANI, 2003, RAMOS, 2010 E ALARCÃO, 2011). Este estudo de caso tem como foco a primeira turma do curso FPDEP-EaD, ofertada em 2012. Os participantes foram professores das disciplinas Fundamentos Filosóficos e Sociológicos da Educação, LIBRAS e Fundamentos da Didática e Metodologia de Ensino 2 e atuaram como professores formadores e tutores virtuais. Os dados foram gerados a partir de um relato retrospectivo, um questionário on-line no formato de formulário do Google, uma entrevista semiestruturada e atividades reflexivas. Esses dados foram analisados por meio da Análise de Conteúdo (BARDIN, 1977; FRANCO, 2088). Resultados mostram que a vivência no curso contribuiu para a aprendizagem de aspectos práticos de cada função e propiciou que os participantes refletissem sobre a própria ação como tutores virtuais e professores formadores. Também houve contribuições para suas respectivas formações como formadores de professores crítico-reflexivos em EaD, apesar de terem indicado os momentos presenciais como essenciais para esse tipo de formação. Já a formação para a Educação Profissional ocorreu de maneira indireta e inconsciente, por meio de atividades em que os licenciandos refletiram sobre a própria prática. Possíveis implicações deste trabalho podem ser a criação de cursos para formadores neste contexto visando à conscientização acerca da necessidade de atividades que abordam diretamente a EP e cursos semipresenciais visando à formação de professores crítico-reflexivos em EaD como ponte para futuros cursos totalmente on-line, dentre outrasCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/48043/Maria%20Aparecida%20Gazotti%20Vallim.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBrasilFaculdade de Filosofia, Comunicação, Letras e ArtesEducação profissionalProfessores - Formação profissionalEducação a distânciaEducação permanenteProfessional EducationTeachers - Occupational trainingDistance educationContinuing educationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAVivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de casoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria Aparecida Gazotti Vallim.pdf.txtMaria Aparecida Gazotti Vallim.pdf.txtExtracted texttext/plain480633https://repositorio.pucsp.br/xmlui/bitstream/handle/21863/4/Maria%20Aparecida%20Gazotti%20Vallim.pdf.txtb0ffd76554e4bc1bd6d35b370dc8f5d9MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
title |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
spellingShingle |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso Vallim, Maria Aparecida Gazotti Educação profissional Professores - Formação profissional Educação a distância Educação permanente Professional Education Teachers - Occupational training Distance education Continuing education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
title_full |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
title_fullStr |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
title_full_unstemmed |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
title_sort |
Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso |
author |
Vallim, Maria Aparecida Gazotti |
author_facet |
Vallim, Maria Aparecida Gazotti |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Celani, Maria Antonieta Alba |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778630Y9 |
dc.contributor.author.fl_str_mv |
Vallim, Maria Aparecida Gazotti |
contributor_str_mv |
Celani, Maria Antonieta Alba |
dc.subject.por.fl_str_mv |
Educação profissional Professores - Formação profissional Educação a distância Educação permanente |
topic |
Educação profissional Professores - Formação profissional Educação a distância Educação permanente Professional Education Teachers - Occupational training Distance education Continuing education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Professional Education Teachers - Occupational training Distance education Continuing education |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research aimed at examining the contributions of the experiences of three teachers in the role of online teacher educators, materials designers and virtual tutors in a blended learning pedagogical program for Professional Education teachers (FPDEP-EaD) to their own development as: a) online teacher educators and materials designers, and virtual tutors, and b) online teacher educators for Professional Education critical reflective teachers. This study shows the history and the main characteristics of Professional Education in Brazil and discusses some aspects of teacher education in this field (GARCIA, 2000; MACHADO, 2008; VILELLA, 2017). It also presents the definition, principles and terms used in Online Distance Learning and its models (MOORE, KEARSLEY, 2007; BRASIL, 2007; VIANNEY, 2010; MORAN, 2010; BRASIL, 2017). Competences needed for online distance learning teaching and some aspects related to the development of teacher educators in this area are also discussed (ALVES, 2007; TERÇARIOL, 2009; MILL, 2012A, 2012B; BERNARDI, MORESCO E BEHAR, 2013, among others). This research is grounded on the concept of reflective teacher, understood as a person who reflects upon his/her practice in order to make decisions in reaction to facts aiming to transform them and, thus, transform the society (FREIRE, 1996; SCHÖN, 1992, 2000; CELANI, 2003, RAMOS, 2010 E ALARCÃO, 2011). This case study focuses on the first group of the FPDEP-EaD program, offered in 2012. The participants were in charge of the subjects: Philosophical and Sociological Foundations of Education, Brazilian Sign Language and Foundations of Didactics and Teaching Methodology 2, and worked as online teacher educators and materials designers, and virtual tutors. Data came from a retrospective report, a Google questionnaire form, a semi-structured interview and reflective activities. Content Analysis was used to analyze them (BARDIN, 1977; FRANCO, 2088). Results show that the experience in the program contributed for the participants: a)to learn practical aspects of the functions of online teacher educators and materialsdesigners, and virtual tutors, b) to reflect upon their actions. This experience also contributed to their development as online teacher educators of critical reflective teachers, although face-to-face moments were indicated as essential in this process. Students’ development for Professional Education was indirectly explored in activities for reflection upon their practices. Possible implications of this work may be the creation of programs for teacher educators in this context aimed at raising awareness of the need of activities that directly address Professional Education. The creation of blended learning critical reflective teaching programs for teacher educator as a bridge for future online distance learning programs in this field is also suggested |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-12-21T11:44:02Z |
dc.date.issued.fl_str_mv |
2018-12-12 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
Vallim, Maria Aparecida Gazotti. Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso. 2018. 217 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21863 |
identifier_str_mv |
Vallim, Maria Aparecida Gazotti. Vivências de professores formadores para a Educação Profissional e formação crítico-reflexiva em EaD: um estudo de caso. 2018. 217 f. Tese (Doutorado em Linguística Aplicada e Estudos da Linguagem) - Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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https://tede2.pucsp.br/handle/handle/21863 |
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openAccess |
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application/pdf |
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Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem |
dc.publisher.initials.fl_str_mv |
PUC-SP |
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Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Filosofia, Comunicação, Letras e Artes |
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Pontifícia Universidade Católica de São Paulo |
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MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1809277891246030848 |