The knowledge building and faculty identity of teaching residents through technologies on remote teaching

Detalhes bibliográficos
Autor(a) principal: Lopes, Wesllen Martins
Data de Publicação: 2022
Outros Autores: Cunes, Kellen Emily Sampaio, Dutra, Bibiana Kaiser, Wollmann, Ediane Machado
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3955
Resumo: This article aims to identify and understand the construction of Teaching Knowledge, as well as the Teaching Identity of residents during remote teaching resulting from the Covid-19 (2020/2021). The data were obtained through a questionnaire with eight open and closed questions based on the ideas of Tardif (2002), Pimenta (1996) and Campos (2007), The research participants were residents of undergraduate courses at the Instituto Federal Farroupilha — São Vicente do Sul. The low participation of students reported by most of the residents represented the main difficulty to build their own knowledge and especially their own identity in a remote teaching environment. We infer the difficulties of working with teaching remotely in basic education, since small portions of students have access to digital resources, in addition to the need for greater investments and training focused on this perspective.
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spelling The knowledge building and faculty identity of teaching residents through technologies on remote teachingConstrucción del conocimiento e identidad docente de los residentes a través de las tecnologías en la educación a distanciaConstrução dos saberes docentes e identidade docente de residentes no ensino remotoSaberes do DocenteIdentidade ProfissionalTecnologia do Ensino a DistânciaResidência PedagógicaFaculty KnowledgeTeaching Professional IdentityRemote Teaching TechnologiesPedagogical ResidencyConocimientos de los ProfesoresIdentidad ProfessionalTecnología para la Educación a DistanciaResidencia PedagógicaThis article aims to identify and understand the construction of Teaching Knowledge, as well as the Teaching Identity of residents during remote teaching resulting from the Covid-19 (2020/2021). The data were obtained through a questionnaire with eight open and closed questions based on the ideas of Tardif (2002), Pimenta (1996) and Campos (2007), The research participants were residents of undergraduate courses at the Instituto Federal Farroupilha — São Vicente do Sul. The low participation of students reported by most of the residents represented the main difficulty to build their own knowledge and especially their own identity in a remote teaching environment. We infer the difficulties of working with teaching remotely in basic education, since small portions of students have access to digital resources, in addition to the need for greater investments and training focused on this perspective.Este artículo pretende identificar y comprender la construcción del Conocimiento Docente, así como la Identidad Docente de los residentes durante la enseñanza a distancia resultante del Covid-19 (2020/2021). Los datos se obtuvieron a través de cuestionario con ocho preguntas abiertas y cerradas basado en las ideas de Tardif (2002), Pimenta (1996) y Campos (2007), los participantes de la investigación son residentes de los cursos de pregrado del Instituto Federal Farroupilha — São Vicente do Sul. La escasa participación de los estudiantes, señalada por la mayoría representó la principal dificultad para construir su propio conocimiento y, sobre todo, su propia identidad en un entorno de enseñanza a distancia. Se infiere la dificultad de trabajar con la enseñanza a distancia en la educación básica, ya que una pequeña parte de los estudiantes tiene acceso a los recursos digitales, además de la necesidad de una mayor inversión y formación centrada en esta perspectiva.O presente artigo tem como objetivo identificar e compreender a construção dos Saberes Docentes, bem como da Identidade Docente de residentes pedagógicos durante o ensino remoto decorrente do Covid-19 (2020/2021). A obtenção de dados se deu através de questionário com oito perguntas abertas e fechadas baseadas nas ideias de Tardif (2002), Pimenta (1996) e Campos (2007), os participantes da pesquisa se tratam de residentes dos cursos de licenciatura em Ciências Biológicas e Química do Instituto Federal Farroupilha — São Vicente do Sul. A diminuta participação de alunos relatada por grande parte dos residentes representou a principal dificuldade para construir os próprios saberes e principalmente a própria identidade em um ambiente de ensino remoto. Inferimos as dificuldades de se trabalhar o ensino de forma remota no ensino básico, uma vez que pequenas parcelas de alunos possuem acesso a recursos digitais, além da necessidade de maiores investimentos e formações voltadas nessa perspectiva.Editora Cruzeiro do Sul2022-10-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/395510.26843/rencima.v13n5a06Revista de Ensino de Ciências e Matemática; v. 13 n. 5 (2022): out./dez.; 1-202179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3955/1829https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessLopes, Wesllen MartinsCunes, Kellen Emily SampaioDutra, Bibiana KaiserWollmann, Ediane Machado2022-10-01T15:08:09Zoai:ojs.pkp.sfu.ca:article/3955Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2022-10-01T15:08:09Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The knowledge building and faculty identity of teaching residents through technologies on remote teaching
Construcción del conocimiento e identidad docente de los residentes a través de las tecnologías en la educación a distancia
Construção dos saberes docentes e identidade docente de residentes no ensino remoto
title The knowledge building and faculty identity of teaching residents through technologies on remote teaching
spellingShingle The knowledge building and faculty identity of teaching residents through technologies on remote teaching
Lopes, Wesllen Martins
Saberes do Docente
Identidade Profissional
Tecnologia do Ensino a Distância
Residência Pedagógica
Faculty Knowledge
Teaching Professional Identity
Remote Teaching Technologies
Pedagogical Residency
Conocimientos de los Profesores
Identidad Professional
Tecnología para la Educación a Distancia
Residencia Pedagógica
title_short The knowledge building and faculty identity of teaching residents through technologies on remote teaching
title_full The knowledge building and faculty identity of teaching residents through technologies on remote teaching
title_fullStr The knowledge building and faculty identity of teaching residents through technologies on remote teaching
title_full_unstemmed The knowledge building and faculty identity of teaching residents through technologies on remote teaching
title_sort The knowledge building and faculty identity of teaching residents through technologies on remote teaching
author Lopes, Wesllen Martins
author_facet Lopes, Wesllen Martins
Cunes, Kellen Emily Sampaio
Dutra, Bibiana Kaiser
Wollmann, Ediane Machado
author_role author
author2 Cunes, Kellen Emily Sampaio
Dutra, Bibiana Kaiser
Wollmann, Ediane Machado
author2_role author
author
author
dc.contributor.author.fl_str_mv Lopes, Wesllen Martins
Cunes, Kellen Emily Sampaio
Dutra, Bibiana Kaiser
Wollmann, Ediane Machado
dc.subject.por.fl_str_mv Saberes do Docente
Identidade Profissional
Tecnologia do Ensino a Distância
Residência Pedagógica
Faculty Knowledge
Teaching Professional Identity
Remote Teaching Technologies
Pedagogical Residency
Conocimientos de los Profesores
Identidad Professional
Tecnología para la Educación a Distancia
Residencia Pedagógica
topic Saberes do Docente
Identidade Profissional
Tecnologia do Ensino a Distância
Residência Pedagógica
Faculty Knowledge
Teaching Professional Identity
Remote Teaching Technologies
Pedagogical Residency
Conocimientos de los Profesores
Identidad Professional
Tecnología para la Educación a Distancia
Residencia Pedagógica
description This article aims to identify and understand the construction of Teaching Knowledge, as well as the Teaching Identity of residents during remote teaching resulting from the Covid-19 (2020/2021). The data were obtained through a questionnaire with eight open and closed questions based on the ideas of Tardif (2002), Pimenta (1996) and Campos (2007), The research participants were residents of undergraduate courses at the Instituto Federal Farroupilha — São Vicente do Sul. The low participation of students reported by most of the residents represented the main difficulty to build their own knowledge and especially their own identity in a remote teaching environment. We infer the difficulties of working with teaching remotely in basic education, since small portions of students have access to digital resources, in addition to the need for greater investments and training focused on this perspective.
publishDate 2022
dc.date.none.fl_str_mv 2022-10-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3955
10.26843/rencima.v13n5a06
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3955
identifier_str_mv 10.26843/rencima.v13n5a06
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3955/1829
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Cruzeiro do Sul
publisher.none.fl_str_mv Editora Cruzeiro do Sul
dc.source.none.fl_str_mv Revista de Ensino de Ciências e Matemática; v. 13 n. 5 (2022): out./dez.; 1-20
2179-426X
reponame:Revista de Ensino de Ciências e Matemática - REnCiMa
instname:Universidade de Caxias do Sul (UCS)
instacron:UCS
instname_str Universidade de Caxias do Sul (UCS)
instacron_str UCS
institution UCS
reponame_str Revista de Ensino de Ciências e Matemática - REnCiMa
collection Revista de Ensino de Ciências e Matemática - REnCiMa
repository.name.fl_str_mv Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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