Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2761 |
Resumo: | This masters dissertation was developed with the aim of analyze how the learning of teaching for Distance Education occurs, through the continuous formation and the teaching performance on Distance Education and the implications that this knowledges bring to the presential teaching practices. As Distance Education is growing and being implemented in a lot of Brazilian s universities, we would like to know how the teaching formation to this modality is being learned and how this learning is being used on Presential Education. Understand this dynamic is relevant to the distant and presential teaching formation, however, is still a poorly researched subject, reason why this research was conducted. To make the realization of this study and establish the theoretical referentials, it was needed to characterize the Distance Education model, adopted by Higher Education Institutions chosen for carrying out this research, as well characterize the virtual teaching and the presential teaching. Furthermore, we treat of the teaching competence for the use of technologies and, lastly, we seek to identify the main presential teaching practices that were changed according to the Distance Education experience. Thus, the methodology used was the quantitative and qualitative approach, developed through the sending of an e-mail to the Distance Education coordinators of 11 universities, that is, 10% of the universe of the Universities that belong to UAB system, containing a request that the coordinators resend the survey questionnaire to their teachers so we could collect the datas. In total, returned 233 questionnaires for analysis and data interpretation. Of these, we selected four Institutions that participated the most, being three federals and one statewide. All of this collected material a rich source to clarify how are learned the knowledge on virtual teaching and how this knowledge implies on presential teaching. As main results of our research, can be mentioned: the use of a large number of technological tools in the presential classes; the accomplishment of more teamwork, less expository classes and the use of more dynamic methodologies and interactives, increase of the communication canals and diversification of the evaluations forms. |
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Martins, Selma Leila BergoMill, Daniel Ribeiro Silvahttp://lattes.cnpq.br/1515286597269486http://lattes.cnpq.br/4820540489335186e670082d-04da-464a-ba27-bce6727123c42016-06-02T19:39:54Z2015-04-232016-06-02T19:39:54Z2015-02-27MARTINS, Selma Leila Bergo. Learning of teaching in distance education experiences and implication for presential teaching practice. 2015. 110 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015.https://repositorio.ufscar.br/handle/ufscar/2761This masters dissertation was developed with the aim of analyze how the learning of teaching for Distance Education occurs, through the continuous formation and the teaching performance on Distance Education and the implications that this knowledges bring to the presential teaching practices. As Distance Education is growing and being implemented in a lot of Brazilian s universities, we would like to know how the teaching formation to this modality is being learned and how this learning is being used on Presential Education. Understand this dynamic is relevant to the distant and presential teaching formation, however, is still a poorly researched subject, reason why this research was conducted. To make the realization of this study and establish the theoretical referentials, it was needed to characterize the Distance Education model, adopted by Higher Education Institutions chosen for carrying out this research, as well characterize the virtual teaching and the presential teaching. Furthermore, we treat of the teaching competence for the use of technologies and, lastly, we seek to identify the main presential teaching practices that were changed according to the Distance Education experience. Thus, the methodology used was the quantitative and qualitative approach, developed through the sending of an e-mail to the Distance Education coordinators of 11 universities, that is, 10% of the universe of the Universities that belong to UAB system, containing a request that the coordinators resend the survey questionnaire to their teachers so we could collect the datas. In total, returned 233 questionnaires for analysis and data interpretation. Of these, we selected four Institutions that participated the most, being three federals and one statewide. All of this collected material a rich source to clarify how are learned the knowledge on virtual teaching and how this knowledge implies on presential teaching. As main results of our research, can be mentioned: the use of a large number of technological tools in the presential classes; the accomplishment of more teamwork, less expository classes and the use of more dynamic methodologies and interactives, increase of the communication canals and diversification of the evaluations forms.Esta dissertação de mestrado foi desenvolvida com o objetivo de analisar como ocorre a aprendizagem da docência para a EaD, por meio da formação continuada e da atuação dodocente na Educação a Distância e as implicações que estes saberes trazem para as práticas docentes presenciais. Como a Educação a Distância vem crescendo e sendo implantada em muitas universidades brasileiras, queríamos saber como a formação docente para esta modalidade está sendo aprendida e como essa aprendizagem está sendo utilizada na Educação Presencial. Compreender essa dinâmica é relevante para a formação docente a distância e presencial, entretanto, ainda é assunto pouco pesquisado, motivo pelo qual realizamos esta pesquisa. Para tornar possível a realização deste estudo e estabelecer os referenciais teóricos, foi preciso caracterizar o modelo de Educação a Distância, adotado pelas Instituições de Ensino Superior escolhidas para a realização desta pesquisa, bem como caracterizar a docência virtual e a docência presencial. Além disso, tratamos da competência docente para o uso das tecnologias e, por fim, buscamos identificar as principais práticas docentes presenciais que foram alteradas em função da experiência em Educação a Distância. Assim, a metodologia utilizada foi a abordagem quantitativa e qualitativa, desenvolvida por meio do envio de um e-mail aos Coordenadores da EaD de 11 Universidades, ou seja, 10% do universo da Universidades pertencentes ao Sistema UAB, contendo um pedido para que os Coordenadores reenviassem o Questionário de Pesquisa aos seus professores para que pudéssemos coletar os dados. Ao todo, retornaram 233 questionários para análise e interpretação dos dados. Destes, selecionamos quatros Instituições que mais participaram, sendo três federais e uma estadual. Todo esse material coletado foi rica fonte para esclarecer como são aprendidos os saberes na docência virtual e de que forma esses saberes implicam na docência presencial. Como principais resultados da nossa pesquisa, podemos citar: o uso de um maior número de ferramentas tecnológicas nas aulas presenciais; a realização de mais trabalhos em equipe, aulas menos expositivas e uso de metodologias mais dinâmicas e interativas, aumento dos canais de comunicação e diversificação das formas de Avaliação.application/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBRAprendizagem profissional da docênciaDocência virtualEducação a distânciaPrática docenteCIENCIAS HUMANAS::EDUCACAOAprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencialLearning of teaching in distance education experiences and implication for presential teaching practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-19ac4e306-7118-49f2-adb1-13e765e454c3info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL6688.pdfapplication/pdf1931932https://repositorio.ufscar.br/bitstream/ufscar/2761/1/6688.pdf2cc8167aefadd2486f2f61afd56c6300MD51TEXT6688.pdf.txt6688.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/2761/2/6688.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL6688.pdf.jpg6688.pdf.jpgIM Thumbnailimage/jpeg5923https://repositorio.ufscar.br/bitstream/ufscar/2761/3/6688.pdf.jpg20f4b6596e7ca73b9be797da3728b574MD53ufscar/27612023-09-18 18:31:31.844oai:repositorio.ufscar.br:ufscar/2761Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:31Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
dc.title.alternative.eng.fl_str_mv |
Learning of teaching in distance education experiences and implication for presential teaching practice |
title |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
spellingShingle |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial Martins, Selma Leila Bergo Aprendizagem profissional da docência Docência virtual Educação a distância Prática docente CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
title_full |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
title_fullStr |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
title_full_unstemmed |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
title_sort |
Aprendizagem da docência em experiências de educação a distância: implicações para a prática docente presencial |
author |
Martins, Selma Leila Bergo |
author_facet |
Martins, Selma Leila Bergo |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/4820540489335186 |
dc.contributor.author.fl_str_mv |
Martins, Selma Leila Bergo |
dc.contributor.advisor1.fl_str_mv |
Mill, Daniel Ribeiro Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1515286597269486 |
dc.contributor.authorID.fl_str_mv |
e670082d-04da-464a-ba27-bce6727123c4 |
contributor_str_mv |
Mill, Daniel Ribeiro Silva |
dc.subject.por.fl_str_mv |
Aprendizagem profissional da docência Docência virtual Educação a distância Prática docente |
topic |
Aprendizagem profissional da docência Docência virtual Educação a distância Prática docente CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This masters dissertation was developed with the aim of analyze how the learning of teaching for Distance Education occurs, through the continuous formation and the teaching performance on Distance Education and the implications that this knowledges bring to the presential teaching practices. As Distance Education is growing and being implemented in a lot of Brazilian s universities, we would like to know how the teaching formation to this modality is being learned and how this learning is being used on Presential Education. Understand this dynamic is relevant to the distant and presential teaching formation, however, is still a poorly researched subject, reason why this research was conducted. To make the realization of this study and establish the theoretical referentials, it was needed to characterize the Distance Education model, adopted by Higher Education Institutions chosen for carrying out this research, as well characterize the virtual teaching and the presential teaching. Furthermore, we treat of the teaching competence for the use of technologies and, lastly, we seek to identify the main presential teaching practices that were changed according to the Distance Education experience. Thus, the methodology used was the quantitative and qualitative approach, developed through the sending of an e-mail to the Distance Education coordinators of 11 universities, that is, 10% of the universe of the Universities that belong to UAB system, containing a request that the coordinators resend the survey questionnaire to their teachers so we could collect the datas. In total, returned 233 questionnaires for analysis and data interpretation. Of these, we selected four Institutions that participated the most, being three federals and one statewide. All of this collected material a rich source to clarify how are learned the knowledge on virtual teaching and how this knowledge implies on presential teaching. As main results of our research, can be mentioned: the use of a large number of technological tools in the presential classes; the accomplishment of more teamwork, less expository classes and the use of more dynamic methodologies and interactives, increase of the communication canals and diversification of the evaluations forms. |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-04-23 2016-06-02T19:39:54Z |
dc.date.issued.fl_str_mv |
2015-02-27 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:39:54Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
MARTINS, Selma Leila Bergo. Learning of teaching in distance education experiences and implication for presential teaching practice. 2015. 110 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/2761 |
identifier_str_mv |
MARTINS, Selma Leila Bergo. Learning of teaching in distance education experiences and implication for presential teaching practice. 2015. 110 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2015. |
url |
https://repositorio.ufscar.br/handle/ufscar/2761 |
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