Narratives about teacher training with/for technologies: implications at the teachers’ practices

Detalhes bibliográficos
Autor(a) principal: Arguelho, Miriam Brum
Data de Publicação: 2021
Outros Autores: Paniago, Maria Cristina Lima
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068
Resumo: The article is part of a doctoral research and aims to analyze some implications of a continuing training entitled ‘Programming and Learning with Scratch in teachers’ practices. It is a ‘research-training’ perspective, in which we analyze narratives produced by 11 teachers managing educational technologies and media resources (Progetec’s), linked to the Educational Technology Center of the Education State Department from Mato Grosso do Sul. From the proposed dynamics, the teachers/Progetec’s were provoked to reflect and narrate about the formation and its implications and consequences in their practices. To perform narrative analysis, we produced a word cloud using the Iramuteq qualitative analysis interface, which highlighted two recurring roles in the training context: the teacher’s and the student’s, not as dichotomous, hierarchical, but from a perspective of collaboration, partnership and sum, sometimes mixing, sometimes complementing, sometimes confusing. The teachers/Progetec’s recognize themselves in movement in the inventive process of teaching and learning, with ambiguous and therefore positive strategies of ruptures and continuities. They also point out that students now have more protagonism and voice space and participation in the context of technology practices. The considerations allowed us to visualize discontinuities and advances in teachers’ practice in learning and teaching with technologies, specifically with the ‘Scratch’ programming language.
id UEM-12_f68e16e901135c7b81d5954efc854346
oai_identifier_str oai:periodicos.uem.br/ojs:article/49068
network_acronym_str UEM-12
network_name_str Acta Scientiarum. Education (Online)
repository_id_str
spelling Narratives about teacher training with/for technologies: implications at the teachers’ practicesNarrativas sobre la formación docente con / para tecnologías: implicaciones para las prácticas docentesNarrativas sobre uma formação docente com/para as tecnologias: implicações nas práticas dos professoresteacher training; technologies; teaching practices; ‘scratch’ programming language; narratives.formación de profesores; tecnologías; prácticas de enseñanza; lenguaje de programación scratch; narrativas.formação de professores; tecnologias; práticas docentes; linguagem de programação scratch; narrativas.The article is part of a doctoral research and aims to analyze some implications of a continuing training entitled ‘Programming and Learning with Scratch in teachers’ practices. It is a ‘research-training’ perspective, in which we analyze narratives produced by 11 teachers managing educational technologies and media resources (Progetec’s), linked to the Educational Technology Center of the Education State Department from Mato Grosso do Sul. From the proposed dynamics, the teachers/Progetec’s were provoked to reflect and narrate about the formation and its implications and consequences in their practices. To perform narrative analysis, we produced a word cloud using the Iramuteq qualitative analysis interface, which highlighted two recurring roles in the training context: the teacher’s and the student’s, not as dichotomous, hierarchical, but from a perspective of collaboration, partnership and sum, sometimes mixing, sometimes complementing, sometimes confusing. The teachers/Progetec’s recognize themselves in movement in the inventive process of teaching and learning, with ambiguous and therefore positive strategies of ruptures and continuities. They also point out that students now have more protagonism and voice space and participation in the context of technology practices. The considerations allowed us to visualize discontinuities and advances in teachers’ practice in learning and teaching with technologies, specifically with the ‘Scratch’ programming language.El artículo es parte de una investigación doctoral y tiene como objetivo analizar algunas implicaciones de una educación continua titulada ‘Programación y aprendizaje con scratch’ en las prácticas de los docentes. Esta es una investigación y capacitación, en la que analizamos las narrativas producidas por 11 maestros que administran tecnologías educativas y recursos de medios (Progetec), vinculados al Centro de Tecnología Educativa, del Departamento de Educación del Estado de Mato Grosso do Sul. A partir de las dinámicas propuestas, los maestros/Progetec fueron provocados a reflexionar y narrar sobre la formación y sus implicaciones y consecuencias en sus prácticas. Para realizar el análisis narrativo, creamos una nube de palabras utilizando la interfaz de análisis cualitativo de Iramuteq, que destacó dos roles recurrentes en el contexto de la capacitación: el del profesor y el del alumno, no tan dicotómico, jerárquico, sino desde una perspectiva de colaboración, asociación y suma, a veces mezclado, a veces complementario, a veces confuso. Los profesores/Progetec se reconocen en movimiento en el proceso inventivo de enseñanza y aprendizaje, con estrategias ambiguas y por lo tanto positivas de rupturas y continuidades. También señalan que los estudiantes ahora tienen más protagonismo y espacio de voz y participación en el contexto de las prácticas tecnológicas. Las consideraciones nos permitieron visualizar grietas y avances en la práctica de los maestros en el aprendizaje y la enseñanza con tecnologías, específicamente con el lenguaje de programación Scratch.O artigo é recorte de uma pesquisa de doutorado e tem como objetivo evidenciar algumas implicações de uma formação continuada intitulada ‘Programando e Aprendendo com o Scratch’ nas práticas dos professores. Trata-se de uma pesquisa do tipo Pesquisa-formação, na qual analisamos narrativas produzidas por 11 professores gerenciadores de tecnologias educacionais e recursos midiáticos (Progetec’s), ligados ao Núcleo de Tecnologia Educacional, da Secretaria de Educação do Estado de Mato Grosso do Sul. A partir das dinâmicas propostas, os professores/Progetec’s foram provocados a refletir e narrar sobre a formação e seus desdobramentos em suas práticas. Para realizar o estudo das narrativas, produzimos uma nuvem de palavras utilizando a interface de análises qualitativas Iramuteq, a qual destacou dois papéis recorrentes no contexto de formação: o do professor e o do aluno, não como dicotômicos, hierarquizados, mas sob uma perspectiva de colaboração, de parceria e de soma, ora se misturando, ora se complementando, ora se confundindo. Os professores/Progetec’s se reconhecem em movimento no processo inventivo de ensinar e aprender, com estratégias ambíguas e por isso positivas de rupturas e continuidades. Também apontam que os alunos passam a ter mais protagonismo e espaço de voz e participação no contexto das práticas com tecnologias. As considerações nos permitiram visualizar fissuras e avanços na prática dos professores no exercício de aprender e ensinar com as tecnologias, especificamente com a linguagem de programação Scratch.Universidade Estadual de Maringá2021-04-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/4906810.4025/actascieduc.v43i1.49068Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e49068Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e490682178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068/751375151890https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068/751375152176Copyright (c) 2021 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessArguelho, Miriam BrumPaniago, Maria Cristina Lima2021-09-21T13:26:14Zoai:periodicos.uem.br/ojs:article/49068Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2021-09-21T13:26:14Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Narratives about teacher training with/for technologies: implications at the teachers’ practices
Narrativas sobre la formación docente con / para tecnologías: implicaciones para las prácticas docentes
Narrativas sobre uma formação docente com/para as tecnologias: implicações nas práticas dos professores
title Narratives about teacher training with/for technologies: implications at the teachers’ practices
spellingShingle Narratives about teacher training with/for technologies: implications at the teachers’ practices
Arguelho, Miriam Brum
teacher training; technologies; teaching practices; ‘scratch’ programming language; narratives.
formación de profesores; tecnologías; prácticas de enseñanza; lenguaje de programación scratch; narrativas.
formação de professores; tecnologias; práticas docentes; linguagem de programação scratch; narrativas.
title_short Narratives about teacher training with/for technologies: implications at the teachers’ practices
title_full Narratives about teacher training with/for technologies: implications at the teachers’ practices
title_fullStr Narratives about teacher training with/for technologies: implications at the teachers’ practices
title_full_unstemmed Narratives about teacher training with/for technologies: implications at the teachers’ practices
title_sort Narratives about teacher training with/for technologies: implications at the teachers’ practices
author Arguelho, Miriam Brum
author_facet Arguelho, Miriam Brum
Paniago, Maria Cristina Lima
author_role author
author2 Paniago, Maria Cristina Lima
author2_role author
dc.contributor.author.fl_str_mv Arguelho, Miriam Brum
Paniago, Maria Cristina Lima
dc.subject.por.fl_str_mv teacher training; technologies; teaching practices; ‘scratch’ programming language; narratives.
formación de profesores; tecnologías; prácticas de enseñanza; lenguaje de programación scratch; narrativas.
formação de professores; tecnologias; práticas docentes; linguagem de programação scratch; narrativas.
topic teacher training; technologies; teaching practices; ‘scratch’ programming language; narratives.
formación de profesores; tecnologías; prácticas de enseñanza; lenguaje de programación scratch; narrativas.
formação de professores; tecnologias; práticas docentes; linguagem de programação scratch; narrativas.
description The article is part of a doctoral research and aims to analyze some implications of a continuing training entitled ‘Programming and Learning with Scratch in teachers’ practices. It is a ‘research-training’ perspective, in which we analyze narratives produced by 11 teachers managing educational technologies and media resources (Progetec’s), linked to the Educational Technology Center of the Education State Department from Mato Grosso do Sul. From the proposed dynamics, the teachers/Progetec’s were provoked to reflect and narrate about the formation and its implications and consequences in their practices. To perform narrative analysis, we produced a word cloud using the Iramuteq qualitative analysis interface, which highlighted two recurring roles in the training context: the teacher’s and the student’s, not as dichotomous, hierarchical, but from a perspective of collaboration, partnership and sum, sometimes mixing, sometimes complementing, sometimes confusing. The teachers/Progetec’s recognize themselves in movement in the inventive process of teaching and learning, with ambiguous and therefore positive strategies of ruptures and continuities. They also point out that students now have more protagonism and voice space and participation in the context of technology practices. The considerations allowed us to visualize discontinuities and advances in teachers’ practice in learning and teaching with technologies, specifically with the ‘Scratch’ programming language.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-07
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068
10.4025/actascieduc.v43i1.49068
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068
identifier_str_mv 10.4025/actascieduc.v43i1.49068
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068/751375151890
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/49068/751375152176
dc.rights.driver.fl_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Acta Scientiarum. Education
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 43 (2021): Publicação contínua; e49068
Acta Scientiarum. Education; v. 43 (2021): Publicação contínua; e49068
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
_version_ 1754842070360522752

Registros relacionados