Pedagogical innovation: Conceptions of pedagogy professors

Detalhes bibliográficos
Autor(a) principal: Domingos, Silvio
Data de Publicação: 2023
Outros Autores: Querido de Oliveira Chamon, Edna Maria, Santana, Leonor
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2987
Resumo: The theme of pedagogical innovation has been addressed throughout the twentieth century, and more emphatically today. In the discussion about pedagogical practice, involving innovation, and the formation of teachers, this study aims to describe the conceptions of Pedagogy professors about pedagogical innovation. For that, a quantitative research was carried out, using a questionnaire with 57 open and closed questions addressing the theme in question, in addition to sociodemographic information. The study included 205 professors of Pedagogy courses distributed across all regions of the country, with a convenience sample being established. The application took place remotely, through Google Forms. The results reveal that most respondents are female, married, aged between 36 and 40 years and working in one or two HEIs. Data that match the statistics presented by INEP. Pedagogy professors, participants in this study, conceive pedagogical innovation as rich, active, creative, although laborious. They understand that creativity, curiosity and knowing how to work in a team are essential qualities of an innovative teacher. For them, pedagogical innovation mainly depends on well-prepared classes, specific teacher training and technological resources.
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spelling Pedagogical innovation: Conceptions of pedagogy professorsInnovación pedagógica: Concepciones de los profesores de pedagogiaINOVAÇÃO PEDAGÓGICA: CONCEPÇÕES DE PROFESSORES DE PEDAGOGIAInnovación pedagógica formação de professoresProfessores de pedagogiaInnovación pedagógica formación de profesoresrofesores de pedagogíaHigher Education CensusPedagogy professorsPedagogical innovationThe theme of pedagogical innovation has been addressed throughout the twentieth century, and more emphatically today. In the discussion about pedagogical practice, involving innovation, and the formation of teachers, this study aims to describe the conceptions of Pedagogy professors about pedagogical innovation. For that, a quantitative research was carried out, using a questionnaire with 57 open and closed questions addressing the theme in question, in addition to sociodemographic information. The study included 205 professors of Pedagogy courses distributed across all regions of the country, with a convenience sample being established. The application took place remotely, through Google Forms. The results reveal that most respondents are female, married, aged between 36 and 40 years and working in one or two HEIs. Data that match the statistics presented by INEP. Pedagogy professors, participants in this study, conceive pedagogical innovation as rich, active, creative, although laborious. They understand that creativity, curiosity and knowing how to work in a team are essential qualities of an innovative teacher. For them, pedagogical innovation mainly depends on well-prepared classes, specific teacher training and technological resources.El tema de la innovación pedagógica ha sido abordado a lo largo del siglo XX, y con mayor énfasis en la actualidad. En la discusión sobre la práctica pedagógica, que involucra la innovación y la formación de profesores, este estudio tiene como objetivo describir las concepciones de los profesores de Pedagogía sobre la innovación pedagógica. Para eso, se realizó una investigación cuantitativa, utilizando un cuestionario con 57 preguntas abiertas y cerradas que abordan el tema en cuestión, además de información sociodemográfica. Participaron en el estudio 205 profesores de cursos de Pedagogía distribuidos en todas las regiones del país, estableciéndose una muestra por conveniencia. La aplicación se realizó de forma remota, a través de Google Forms. Los resultados revelan que la mayoría de los encuestados son mujeres, casadas, con edades entre 36 y 40 años y que trabajan en una o dos IES. Datos que coinciden con las estadísticas presentadas por el INEP. Los docentes de pedagogía, participantes de este estudio, conciben la innovación pedagógica como rica, activa, creativa, aunque laboriosa. Entienden que la creatividad, la curiosidad y el saber trabajar en equipo son cualidades esenciales de un docente innovador. Para ellos, la innovación pedagógica depende principalmente de clases bien preparadas, formación docente específica y recursos tecnológicos.A temática sobre inovação pedagógica tem sido abordada ao longo do século XX, e mais enfaticamente na atualidade. Na discussão sobre a prática pedagógica, envolvendo a inovação, e a própria formação dos professores, este estudo tem o objetivo de descrever as concepções de professores de Pedagogia sobre inovação pedagógica. Para tanto foi realizada pesquisa de caráter quantitativo, utilizando questionário com 57 perguntas abertas e fechadas abordando a temática em questão, além de informações sociodemográficas. Participaram do estudo, 205 professores de cursos de Pedagogia distribuídos por todas as regiões do país, sendo estabelecida amostra por conveniência. A aplicação ocorreu de forma remota, por meio do Google Forms. Os resultados revelam que na maioria dos respondentes, são do sexo feminino, casados, com idade entre 36 e 40 anos e atuando em uma ou duas IES. Dados que vão ao encontro das estatísticas apresentadas pelo INEP. Os professores de Pedagogia, participantes desse estudo, concebem inovação pedagógica como rica, ativa, criativa, embora trabalhosa. Entendem que a criatividade, a curiosidade e saber trabalhar em equipe, são qualidades essenciais de um professor inovador. Para eles, a inovação pedagógica depende, principalmente, de aulas bem preparadas, formação docente específica e recursos tecnológicos.Universidade Federal do Piauí2023-03-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/298710.26694/rles.v27i53.2987Languages, Education and Society; Vol. 27 No. 53 (2023): Linguagens, Educação e Sociedade; 220-242Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 53 (2023): Linguagens, Educação e Sociedade; 220-242Linguagens, Educação e Sociedade; v. 27 n. 53 (2023): Linguagens, Educação e Sociedade; 220-2422526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/2987/3514Copyright (c) 2023 Linguagens, Educação e Sociedadehttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessDomingos, SilvioQuerido de Oliveira Chamon, Edna MariaSantana, Leonor2023-03-24T20:52:17Zoai:periodicos.ufpi.br:article/2987Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-03-24T20:52:17Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv Pedagogical innovation: Conceptions of pedagogy professors
Innovación pedagógica: Concepciones de los profesores de pedagogia
INOVAÇÃO PEDAGÓGICA: CONCEPÇÕES DE PROFESSORES DE PEDAGOGIA
title Pedagogical innovation: Conceptions of pedagogy professors
spellingShingle Pedagogical innovation: Conceptions of pedagogy professors
Domingos, Silvio
Innovación pedagógica
formação de professores
Professores de pedagogia
Innovación pedagógica
formación de profesores
rofesores de pedagogía
Higher Education Census
Pedagogy professors
Pedagogical innovation
title_short Pedagogical innovation: Conceptions of pedagogy professors
title_full Pedagogical innovation: Conceptions of pedagogy professors
title_fullStr Pedagogical innovation: Conceptions of pedagogy professors
title_full_unstemmed Pedagogical innovation: Conceptions of pedagogy professors
title_sort Pedagogical innovation: Conceptions of pedagogy professors
author Domingos, Silvio
author_facet Domingos, Silvio
Querido de Oliveira Chamon, Edna Maria
Santana, Leonor
author_role author
author2 Querido de Oliveira Chamon, Edna Maria
Santana, Leonor
author2_role author
author
dc.contributor.author.fl_str_mv Domingos, Silvio
Querido de Oliveira Chamon, Edna Maria
Santana, Leonor
dc.subject.por.fl_str_mv Innovación pedagógica
formação de professores
Professores de pedagogia
Innovación pedagógica
formación de profesores
rofesores de pedagogía
Higher Education Census
Pedagogy professors
Pedagogical innovation
topic Innovación pedagógica
formação de professores
Professores de pedagogia
Innovación pedagógica
formación de profesores
rofesores de pedagogía
Higher Education Census
Pedagogy professors
Pedagogical innovation
description The theme of pedagogical innovation has been addressed throughout the twentieth century, and more emphatically today. In the discussion about pedagogical practice, involving innovation, and the formation of teachers, this study aims to describe the conceptions of Pedagogy professors about pedagogical innovation. For that, a quantitative research was carried out, using a questionnaire with 57 open and closed questions addressing the theme in question, in addition to sociodemographic information. The study included 205 professors of Pedagogy courses distributed across all regions of the country, with a convenience sample being established. The application took place remotely, through Google Forms. The results reveal that most respondents are female, married, aged between 36 and 40 years and working in one or two HEIs. Data that match the statistics presented by INEP. Pedagogy professors, participants in this study, conceive pedagogical innovation as rich, active, creative, although laborious. They understand that creativity, curiosity and knowing how to work in a team are essential qualities of an innovative teacher. For them, pedagogical innovation mainly depends on well-prepared classes, specific teacher training and technological resources.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-24
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.ufpi.br/index.php/lingedusoc/article/view/2987
10.26694/rles.v27i53.2987
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2987
identifier_str_mv 10.26694/rles.v27i53.2987
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2987/3514
dc.rights.driver.fl_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 27 No. 53 (2023): Linguagens, Educação e Sociedade; 220-242
Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 53 (2023): Linguagens, Educação e Sociedade; 220-242
Linguagens, Educação e Sociedade; v. 27 n. 53 (2023): Linguagens, Educação e Sociedade; 220-242
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
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instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
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