Facebook user teacher and his/her teaching professional development in an informal setting
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/10345 |
Resumo: | In this research we aim to understand the contributions to the professional development of teachers from the meanings attributed by teachers who use Facebook to share their educational practices in virtual networks. From the interlocution through an online questionnaire with three subjects investigated, we interpret that, although with different professional career times, Facebook, as an informal education space, enhances the professional development of the teacher. Among the contributions, we point out that this social network allows the teachers to promote the understanding of their work through reflection with the other, to encourage formative processes among school peers, to give social visibility to their profession and to elaborate knowledge through virtual communities interactions. Such understanding challenges us, as researchers and/or teacher educators, to broaden our ways of seeing and hearing what this collective that uses Facebook has to share with us about their teaching practices, their teaching processes, and their understandings about the teaching profession. Keywords: Professional development of teachers. Facebook. Informal setting. |
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Facebook user teacher and his/her teaching professional development in an informal settingMaestr@ Facebooker@ y su desarrollo profesional docente en un contexto informalProfessor@ facebookeir@ e seu desenvolvimento profissional docente em um contexto informalIn this research we aim to understand the contributions to the professional development of teachers from the meanings attributed by teachers who use Facebook to share their educational practices in virtual networks. From the interlocution through an online questionnaire with three subjects investigated, we interpret that, although with different professional career times, Facebook, as an informal education space, enhances the professional development of the teacher. Among the contributions, we point out that this social network allows the teachers to promote the understanding of their work through reflection with the other, to encourage formative processes among school peers, to give social visibility to their profession and to elaborate knowledge through virtual communities interactions. Such understanding challenges us, as researchers and/or teacher educators, to broaden our ways of seeing and hearing what this collective that uses Facebook has to share with us about their teaching practices, their teaching processes, and their understandings about the teaching profession. Keywords: Professional development of teachers. Facebook. Informal setting.En esta investigación pretendemos comprender las contribuciones al desarrollo profesional docente a partir de los sentidos atribuidos por profesoras facebooker@s en la divulgación de sus prácticas educativas en redes virtuales. De la interlocución, por medio de un cuestionario en línea, con tres sujetos investigados, interpretamos que, aunque con distintos tiempos de carrera profesional, el Facebook, como espacio de educación informal, potencia el desarrollo profesional docente. Entre las contribuciones, evidenciamos que esta red social permite que los profesores promuevan el entendimiento de su trabajo a partir de la reflexión con el otro, incentiven procesos formativos entre pares de la escuela, den visibilidad social a su profesión y elaboren conocimientos, por medio de interacciones virtuales. Tal comprensión nos desafía, como investigadores y / o formadores de profesores, a ampliar nuestros modos de ver y oír lo que este colectivo facebooker@ tiene para compartir sobre sus prácticas docentes, sus procesos de enseñanza y sus comprensiones acerca de la profesión docente. Palabras clave: Desarrollo profesional docente. Facebook. Contexto Informal.Nesta pesquisa, objetivamos compreender as contribuições ao desenvolvimento profissional docente a partir dos sentidos atribuídos por professor@s facebookeir@s na divulgação de suas práticas educativas em redes virtuais. Da interlocução, por meio de um questionário online, com três sujeitos investigados, interpretamos que, embora com distintos tempos de carreira profissional, o Facebook, como espaço de educação informal, potencializa o desenvolvimento profissional docente. Dentre as contribuições, evidenciamos que essa rede social permite aos professores promoverem o entendimento de seu trabalho a partir da reflexão com o outro, incentivarem processos formativos entre pares da escola, darem visibilidade social à sua profissão e elaborarem conhecimentos por meio de interações virtuais. Tal compreensão desafia-nos, como pesquisadores e/ou formadores de professores, a ampliarmos nossos modos de ver e ouvir o que este coletivo facebookeir@ tem a nos compartilhar sobre suas práticas docentes, seus processos de ensinar e suas compreensões acerca da profissão docente. Palavras-chave: Desenvolvimento profissional docente. Facebook. Contexto Informal.Universidade Estadual de Ponta Grossa2017-12-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1034510.5212/PraxEduc.v.13i2.0016Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-5541809-43091809-403110.5212/PraxEduc.v.13i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10345/6230https://revistas.uepg.br/index.php/praxiseducativa/article/view/10345/209209213109Copyright (c) 2017 Práxis Educativainfo:eu-repo/semantics/openAccessTomio, DanielaBihringer, Katiúscia Raika BrandtTrigo, Luciane Katheryne Lourenço2020-04-15T15:27:06Zoai:uepg.br:article/10345Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T15:27:06Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Facebook user teacher and his/her teaching professional development in an informal setting Maestr@ Facebooker@ y su desarrollo profesional docente en un contexto informal Professor@ facebookeir@ e seu desenvolvimento profissional docente em um contexto informal |
title |
Facebook user teacher and his/her teaching professional development in an informal setting |
spellingShingle |
Facebook user teacher and his/her teaching professional development in an informal setting Tomio, Daniela |
title_short |
Facebook user teacher and his/her teaching professional development in an informal setting |
title_full |
Facebook user teacher and his/her teaching professional development in an informal setting |
title_fullStr |
Facebook user teacher and his/her teaching professional development in an informal setting |
title_full_unstemmed |
Facebook user teacher and his/her teaching professional development in an informal setting |
title_sort |
Facebook user teacher and his/her teaching professional development in an informal setting |
author |
Tomio, Daniela |
author_facet |
Tomio, Daniela Bihringer, Katiúscia Raika Brandt Trigo, Luciane Katheryne Lourenço |
author_role |
author |
author2 |
Bihringer, Katiúscia Raika Brandt Trigo, Luciane Katheryne Lourenço |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Tomio, Daniela Bihringer, Katiúscia Raika Brandt Trigo, Luciane Katheryne Lourenço |
description |
In this research we aim to understand the contributions to the professional development of teachers from the meanings attributed by teachers who use Facebook to share their educational practices in virtual networks. From the interlocution through an online questionnaire with three subjects investigated, we interpret that, although with different professional career times, Facebook, as an informal education space, enhances the professional development of the teacher. Among the contributions, we point out that this social network allows the teachers to promote the understanding of their work through reflection with the other, to encourage formative processes among school peers, to give social visibility to their profession and to elaborate knowledge through virtual communities interactions. Such understanding challenges us, as researchers and/or teacher educators, to broaden our ways of seeing and hearing what this collective that uses Facebook has to share with us about their teaching practices, their teaching processes, and their understandings about the teaching profession. Keywords: Professional development of teachers. Facebook. Informal setting. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-12-02 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/10345 10.5212/PraxEduc.v.13i2.0016 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10345 |
identifier_str_mv |
10.5212/PraxEduc.v.13i2.0016 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10345/6230 https://revistas.uepg.br/index.php/praxiseducativa/article/view/10345/209209213109 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 13 No. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554 Práxis Educativa; Vol. 13 Núm. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554 Práxis Educativa; V. 13 N. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554 Práxis Educativa; v. 13 n. 2 (2018): Dossiê: Desenvolvimento profissional docente; 540-554 1809-4309 1809-4031 10.5212/PraxEduc.v.13i2 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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