Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v13i4.26275 |
Resumo: | This article aims to understand the importance and the relationship between continuing education initiatives for teachers and the pedagogical use of information and communication technologies (ICT) in the process of teaching and learning through Hybrid Teaching in public schools with few technological resources. Thus, a qualitative research is used, understood as a case study, carried out with teachers from the 6th to the 9th grade of elementary education in public schools in the State of Rio de Janeiro, from the realization of two continuing education courses in that aspects related to ICTs such as educational technologies and Hybrid Teaching were addressed. The results show the recognition by teachers of the relevance of such initiatives as opportunities for reflection and updating in relation to the use of technology in the school context, recognizing it as a potentializing and enriching interface of the teaching and learning process in public schools that have few technological resources. However, although this training experience can be considered successful, there are obstacles that deserve to be considered, especially, what refers to this training, despite having happened at school, not having the participation and involvement of all teachers, revealing, in a way, the fragmentation of the formative process that, many times, prevents or weakens the thinking of a larger school and education project. |
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Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid TeachingFormação continuada para formadores: uma proposta de utilização pedagógica das tecnologias de informação e comunicação por meio do Ensino HíbridoThis article aims to understand the importance and the relationship between continuing education initiatives for teachers and the pedagogical use of information and communication technologies (ICT) in the process of teaching and learning through Hybrid Teaching in public schools with few technological resources. Thus, a qualitative research is used, understood as a case study, carried out with teachers from the 6th to the 9th grade of elementary education in public schools in the State of Rio de Janeiro, from the realization of two continuing education courses in that aspects related to ICTs such as educational technologies and Hybrid Teaching were addressed. The results show the recognition by teachers of the relevance of such initiatives as opportunities for reflection and updating in relation to the use of technology in the school context, recognizing it as a potentializing and enriching interface of the teaching and learning process in public schools that have few technological resources. However, although this training experience can be considered successful, there are obstacles that deserve to be considered, especially, what refers to this training, despite having happened at school, not having the participation and involvement of all teachers, revealing, in a way, the fragmentation of the formative process that, many times, prevents or weakens the thinking of a larger school and education project.Este artículo tiene como objetivo comprender la importancia y la relación entre las iniciativas de educación continua para docentes y el uso pedagógico de las tecnologías de la información y la comunicación (TIC) en el proceso de enseñanza y aprendizaje a través de la Enseñanza Híbrida en escuelas públicas con escasos recursos tecnológicos. Así, se utiliza una investigación cualitativa, entendida como un caso de estudio, realizada con docentes de 6 ° a 9 ° grado de educación básica en escuelas públicas del Estado de Rio de Janeiro, a partir de la realización de dos cursos de educación continua en esos aspectos. Se abordaron temas relacionados con las TIC como las tecnologías educativas y la Enseñanza Híbrida. Los resultados muestran el reconocimiento por parte de los docentes de la relevancia de iniciativas como espacios de reflexión y actualización en relación al uso de la tecnología en el contexto escolar, reconociéndola como una interfaz potencializadora y enriquecedora del proceso de enseñanza y aprendizaje en las escuelas públicas que han pocos recursos tecnológicos. Sin embargo, aunque esta experiencia formativa puede considerarse exitosa, existen obstáculos que merecen ser considerados, especialmente, lo que se refiere a esta formación, a pesar de haber ocurrido en la escuela, no contar con la participación e involucramiento de todos los docentes, revelando, de alguna manera, la fragmentación del proceso formativo que, muchas veces, impide o debilita el pensamiento de un proyecto escolar y educativo más amplio.Este artigo objetiva compreender a importância e a relação entre as iniciativas de formação continuada para professores e a utilização pedagógica das tecnologias de informação e comunicação (TIC) no processo de ensino e aprendizagem por meio do Ensino Híbrido em escolas públicas. Assim, lança-se mão de uma pesquisa qualitativa, compreendida como estudo de caso, realizada com docentes do 6º ao 9º ano do Ensino Fundamental de escolas públicas do Estado do Rio de Janeiro, a partir da realização de dois cursos de formação continuada, em que foram abordados aspectos relacionados às TIC como tecnologias educacionais e o Ensino Híbrido. Os resultados mostram o reconhecimento por parte dos docentes da relevância de tais iniciativas enquanto oportunidades de reflexão e atualização em relação ao uso da tecnologia no contexto escolar, reconhecendo-a como uma interface potencializadora e enriquecedora do processo de ensino e aprendizagem em escolas públicas que possuem poucos recursos tecnológicos. Entretanto, embora essa experiência de formação possa ser considerada exitosa, há entraves que merecem ser considerados, especialmente, o que se refere a essa formação, apesar de ter acontecido na escola, não ter a participação e o envolvimento de todos os docentes, revelando, de certo modo, a fragmentação do processo formativo que, muitas vezes, impede ou fragiliza pensar um projeto maior de escola e de educação.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-10-19info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i4.26275https://doi.org/10.34624/id.v13i4.26275Indagatio Didactica; Vol 13 No 4 (2021); 61-76Indagatio Didactica; Vol. 13 Núm. 4 (2021); 61-76Indagatio Didactica; Vol. 13 No 4 (2021); 61-76Indagatio Didactica; vol. 13 n.º 4 (2021); 61-761647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/26275https://proa.ua.pt/index.php/id/article/view/26275/19000http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessBitencourt, Amanda Cristine Corrêa Lopesdo Nascimento, Matheus Carvalho2023-09-22T10:19:21Zoai:proa.ua.pt:article/26275Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:31.441690Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching Formação continuada para formadores: uma proposta de utilização pedagógica das tecnologias de informação e comunicação por meio do Ensino Híbrido |
title |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching |
spellingShingle |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching Bitencourt, Amanda Cristine Corrêa Lopes |
title_short |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching |
title_full |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching |
title_fullStr |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching |
title_full_unstemmed |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching |
title_sort |
Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching |
author |
Bitencourt, Amanda Cristine Corrêa Lopes |
author_facet |
Bitencourt, Amanda Cristine Corrêa Lopes do Nascimento, Matheus Carvalho |
author_role |
author |
author2 |
do Nascimento, Matheus Carvalho |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bitencourt, Amanda Cristine Corrêa Lopes do Nascimento, Matheus Carvalho |
description |
This article aims to understand the importance and the relationship between continuing education initiatives for teachers and the pedagogical use of information and communication technologies (ICT) in the process of teaching and learning through Hybrid Teaching in public schools with few technological resources. Thus, a qualitative research is used, understood as a case study, carried out with teachers from the 6th to the 9th grade of elementary education in public schools in the State of Rio de Janeiro, from the realization of two continuing education courses in that aspects related to ICTs such as educational technologies and Hybrid Teaching were addressed. The results show the recognition by teachers of the relevance of such initiatives as opportunities for reflection and updating in relation to the use of technology in the school context, recognizing it as a potentializing and enriching interface of the teaching and learning process in public schools that have few technological resources. However, although this training experience can be considered successful, there are obstacles that deserve to be considered, especially, what refers to this training, despite having happened at school, not having the participation and involvement of all teachers, revealing, in a way, the fragmentation of the formative process that, many times, prevents or weakens the thinking of a larger school and education project. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v13i4.26275 https://doi.org/10.34624/id.v13i4.26275 |
url |
https://doi.org/10.34624/id.v13i4.26275 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/26275 https://proa.ua.pt/index.php/id/article/view/26275/19000 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 13 No 4 (2021); 61-76 Indagatio Didactica; Vol. 13 Núm. 4 (2021); 61-76 Indagatio Didactica; Vol. 13 No 4 (2021); 61-76 Indagatio Didactica; vol. 13 n.º 4 (2021); 61-76 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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