Learning style in a virtual environment: a study with elementary school teachers at in-service training
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/67368 |
Resumo: | In learning scenarios, the main focus should be on knowledge about the learner's strengths and weaknesses. In this context, this article aims to present the results obtained in the previous investigation of the learning styles of teachers in continuing education, in the perspective of the development of strategies that take into account the singularities of the teacher / student. This investigation deals with a case study on teachers in a broad sense in the area of Environmental Education, in a hybrid model, with classroom and virtual environment, offered by a public University. We sought to analyze the responses to promote personalization in the classroom and virtual classroom activities based on pedagogical strategies that included all styles of trainees present. To identify the learning style, an open questionnaire was applied, based on the model by Kolb, where a sample of 57 respondents was obtained, where different learning styles were identified among the course participants. The results indicate that training courses designed for the teaching professional who seek knowledge about the specificities of this professional, using instruments that value and recognize their opinion, favor them to be protagonists of their own training. |
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Learning style in a virtual environment: a study with elementary school teachers at in-service trainingEstilo de aprendizagem em ambiente virtual: um estudo com professores da educação básica em formação continuadaEstilo de aprendizaje en entorno virtual: un estudio con profesores de educación básica em la formación continuaLearning styleBlended learningTeachersTrainingEstilo de aprendizagemModelo híbridoProfessoresFormaçãoEnsinoEstilo de aprendizajeMaestrosEntrenamientoEnsenanzaCiências Sociais::Ciências da EducaçãoIn learning scenarios, the main focus should be on knowledge about the learner's strengths and weaknesses. In this context, this article aims to present the results obtained in the previous investigation of the learning styles of teachers in continuing education, in the perspective of the development of strategies that take into account the singularities of the teacher / student. This investigation deals with a case study on teachers in a broad sense in the area of Environmental Education, in a hybrid model, with classroom and virtual environment, offered by a public University. We sought to analyze the responses to promote personalization in the classroom and virtual classroom activities based on pedagogical strategies that included all styles of trainees present. To identify the learning style, an open questionnaire was applied, based on the model by Kolb, where a sample of 57 respondents was obtained, where different learning styles were identified among the course participants. The results indicate that training courses designed for the teaching professional who seek knowledge about the specificities of this professional, using instruments that value and recognize their opinion, favor them to be protagonists of their own training.Em cenários de aprendizado, o foco principal deve estar no conhecimento sobre as potencialidades e fragilidades do aprendente. Neste contexto, o presente artigo tem como objetivo apresentar os resultados obtidos na investigação prévia dos estilos de aprendizagem de professores em formação continuada, na perspectiva da elaboração de estratégias que levem em consideração as singularidades do professor/cursista. Esta investigação trata de um estudo de caso sobre professores em curso lato sensuna área de Educação Ambiental, em modelo híbrido, com ambiente presencial e virtual, ofertado por uma Universidade pública. Buscou-se analisar as respostas para promover uma personalização nas atividades da sala de aula presencial e virtual baseando-se em estratégias pedagógicas que contemplassem todos os estilos dos formandos presentes. Para identificação do estilo de aprendizagem foi aplicado questionário aberto, baseado no modelo de Kolb, onde se obteve uma amostra de 57 respondentes, onde se identificou estilos de aprendizagem diversos entre os cursistas. Os resultados apontam que formações elaboradas para o (a) profissional docente que buscam o conhecimento sobre especificidades deste profissional, a partir de instrumentos que valorizem e reconheçam sua opinião, favorecem para que sejam protagonistas da própria formação.En los escenarios de aprendizaje, el enfoque principal debe estar en el conocimiento sobre las fortalezas y debilidades del alumno. En este contexto, esteartículo tiene como objetivo presentar los resultados obtenidos en la investigación previa de los estilos de aprendizaje de los docentes en educación continua, en la perspectiva del desarrollo de estrategias que tengan en cuenta las singularidades del profesor / alumno. Esta investigación aborda un estudio de caso sobre docentes en un curso de sentido amplio en el área de Educación Ambiental, en un modelo híbrido, con aula y entorno virtual, ofrecido por una universidad pública. Intentamos analizar las respuestas para promover la personalización en el aula y las actividades del aula virtual basadas en estrategias pedagógicas que incluían todos los estilos de aprendices presentes. Para identificar el estilo de aprendizaje, se aplicó un cuestionario abierto, basado en el modelo de Kolb, donde se obtuvo una muestra de 57 encuestados, donde se identificaron diferentes estilos de aprendizaje entre los participantes del curso. Los resultados indican que los cursos de capacitación diseñados para el profesional docente que busca conocimiento sobre las especificidades de este profesional, utilizando instrumentos que valoran y reconocen su opinión, les favorecen para ser protagonistas de su propia capacitación.CDRR EditorsUniversidade do MinhoLeite, Eliana Alves MoreiraLencastre, José AlbertoSilva, Bento DuarteBorges Neto, Hermínio2020-05-222020-05-22T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/67368engLeite, E., Lencastre, J. A., Silva, B. D., & Borges Neto, H. (2020). Learning style in a virtual environment: a study with elementary school teachers at in- service training. Research, Society and Development, v. 9, n.7, 1-27.2525-340910.33448/rsd-v9i7.3790The original publication is available at: https://rsdjournal.org/index.php/rsd/article/view/3790info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-20T01:19:30Zoai:repositorium.sdum.uminho.pt:1822/67368Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:58:06.225381Repositório 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 |
Learning style in a virtual environment: a study with elementary school teachers at in-service training Estilo de aprendizagem em ambiente virtual: um estudo com professores da educação básica em formação continuada Estilo de aprendizaje en entorno virtual: un estudio con profesores de educación básica em la formación continua |
title |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
spellingShingle |
Learning style in a virtual environment: a study with elementary school teachers at in-service training Leite, Eliana Alves Moreira Learning style Blended learning Teachers Training Estilo de aprendizagem Modelo híbrido Professores Formação Ensino Estilo de aprendizaje Maestros Entrenamiento Ensenanza Ciências Sociais::Ciências da Educação |
title_short |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_full |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_fullStr |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_full_unstemmed |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
title_sort |
Learning style in a virtual environment: a study with elementary school teachers at in-service training |
author |
Leite, Eliana Alves Moreira |
author_facet |
Leite, Eliana Alves Moreira Lencastre, José Alberto Silva, Bento Duarte Borges Neto, Hermínio |
author_role |
author |
author2 |
Lencastre, José Alberto Silva, Bento Duarte Borges Neto, Hermínio |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Leite, Eliana Alves Moreira Lencastre, José Alberto Silva, Bento Duarte Borges Neto, Hermínio |
dc.subject.por.fl_str_mv |
Learning style Blended learning Teachers Training Estilo de aprendizagem Modelo híbrido Professores Formação Ensino Estilo de aprendizaje Maestros Entrenamiento Ensenanza Ciências Sociais::Ciências da Educação |
topic |
Learning style Blended learning Teachers Training Estilo de aprendizagem Modelo híbrido Professores Formação Ensino Estilo de aprendizaje Maestros Entrenamiento Ensenanza Ciências Sociais::Ciências da Educação |
description |
In learning scenarios, the main focus should be on knowledge about the learner's strengths and weaknesses. In this context, this article aims to present the results obtained in the previous investigation of the learning styles of teachers in continuing education, in the perspective of the development of strategies that take into account the singularities of the teacher / student. This investigation deals with a case study on teachers in a broad sense in the area of Environmental Education, in a hybrid model, with classroom and virtual environment, offered by a public University. We sought to analyze the responses to promote personalization in the classroom and virtual classroom activities based on pedagogical strategies that included all styles of trainees present. To identify the learning style, an open questionnaire was applied, based on the model by Kolb, where a sample of 57 respondents was obtained, where different learning styles were identified among the course participants. The results indicate that training courses designed for the teaching professional who seek knowledge about the specificities of this professional, using instruments that value and recognize their opinion, favor them to be protagonists of their own training. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-05-22 2020-05-22T00:00:00Z |
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://hdl.handle.net/1822/67368 |
url |
https://hdl.handle.net/1822/67368 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Leite, E., Lencastre, J. A., Silva, B. D., & Borges Neto, H. (2020). Learning style in a virtual environment: a study with elementary school teachers at in- service training. Research, Society and Development, v. 9, n.7, 1-27. 2525-3409 10.33448/rsd-v9i7.3790 The original publication is available at: https://rsdjournal.org/index.php/rsd/article/view/3790 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CDRR Editors |
publisher.none.fl_str_mv |
CDRR Editors |
dc.source.none.fl_str_mv |
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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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1799132371200507904 |