The critica relationship between Pedagogical Innovation and Emergency Remote Teaching
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da FAEEBA (Online) |
Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/11671 |
Resumo: | This article presents an investigation on the relationship between pedagogical innovation and emergency remote education. It presents an investigation about the transfer of classroom classes to the remote format, which happened because of the pandemic generated by Covid-19. The study is qualitative and exploratory, with questionnaires applied to teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the relationship between Technologies and innovation of teaching practices. |
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The critica relationship between Pedagogical Innovation and Emergency Remote TeachingLa relación crítica entre la Innovación Pedagógica y la Enseñanza Remota de EmergenciaA relação crítica entre inovação pedagógica e ensino remoto emergencialOn line ClassRemote TeachingPedagogical InnovationTehcnologyEducationClase en líneaEnseãnza remotaInnovación PedagógicaTecnologíaEducaciónAula OnlineEnsino RemotoInovação PedagógicaTecnologiaEducaçãoThis article presents an investigation on the relationship between pedagogical innovation and emergency remote education. It presents an investigation about the transfer of classroom classes to the remote format, which happened because of the pandemic generated by Covid-19. The study is qualitative and exploratory, with questionnaires applied to teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the relationship between Technologies and innovation of teaching practices.Este artículo presenta una investigación sobre la relación entre innovación pedagógica y educación remota de emergencia. Presenta una investigación sobre la transferencia de clases presenciales al formato remoto, que sucedió a raíz de la pandemia generada por Covid-19. El estudio es cualitativo y exploratorio, con cuestionarios aplicados a docentes que están enseñando de forma remota, siendo la muestra no probabilística. En dos etapas distintas, utilizando la metodología de “bola de nieve”, producimos datos para su análisis. La primera etapa estuvo enfocada a la innovación pedagógica y la segunda a la evaluación en educación remota de emergencia. Los resultados muestran que la mayoría de los profesores solo transfirió su metodología al formato online, aunque la mayoría tuvo que rediseñar sus clases. Se concluye que aún es necesario profundizar la relación entre tecnologias e innovación de las prácticas pedagógicas.Este artigo apresenta uma investigação sobre a relação entre inovação pedagógica e ensino remoto emergencial. Apresenta uma apuração sobre a transladação das aulas presenciais para o formato remoto, que aconteceu por causa da pandemia gerada pelo Covid-19. O estudo é de caráter qualitativo e exploratório, com aplicação de questionários aos professores que estão lecionando remotamente, sendo a amostra não probabilística. Em duas etapas distintas, usando a metodologia “bola de neve”, produzimos dados para análise. A primeira etapa teve como ênfase inovação pedagógica e a segunda foi direcionada para avaliação no ensino remoto emergencial. Os resultados mostram que a maior parte dos professores apenas transladou a sua metodologia para o formato online, ainda que a maioria tenha feito um replanejamento das suas aulas. Conclui-se que ainda é necessário aprofundar a relação entre tecnologias e inovação das práticas pedagógicas. UNEB2022-02-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDouble-blinded peer reviewedAvaliado pelos paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1167110.21879/faeeba2358-0194.2022.v31.n65.p42-58Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 65 (2022): Revista da FAEEBA - Educação e Contemponeidade; 42-582358-01940104-704310.21879/faeeba2358-0194.v31.n65reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/11671/9537Copyright (c) 2022 Magda Pischetola, Débora Vieira Machadoinfo:eu-repo/semantics/openAccessVieira, DéboraPischetola, Magda 2022-02-18T17:05:34Zoai:ojs.revistas.uneb.br:article/11671Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2022-02-18T17:05:34Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
dc.title.none.fl_str_mv |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching La relación crítica entre la Innovación Pedagógica y la Enseñanza Remota de Emergencia A relação crítica entre inovação pedagógica e ensino remoto emergencial |
title |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching |
spellingShingle |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching Vieira, Débora On line Class Remote Teaching Pedagogical Innovation Tehcnology Education Clase en línea Enseãnza remota Innovación Pedagógica Tecnología Educación Aula Online Ensino Remoto Inovação Pedagógica Tecnologia Educação |
title_short |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching |
title_full |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching |
title_fullStr |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching |
title_full_unstemmed |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching |
title_sort |
The critica relationship between Pedagogical Innovation and Emergency Remote Teaching |
author |
Vieira, Débora |
author_facet |
Vieira, Débora Pischetola, Magda |
author_role |
author |
author2 |
Pischetola, Magda |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vieira, Débora Pischetola, Magda |
dc.subject.por.fl_str_mv |
On line Class Remote Teaching Pedagogical Innovation Tehcnology Education Clase en línea Enseãnza remota Innovación Pedagógica Tecnología Educación Aula Online Ensino Remoto Inovação Pedagógica Tecnologia Educação |
topic |
On line Class Remote Teaching Pedagogical Innovation Tehcnology Education Clase en línea Enseãnza remota Innovación Pedagógica Tecnología Educación Aula Online Ensino Remoto Inovação Pedagógica Tecnologia Educação |
description |
This article presents an investigation on the relationship between pedagogical innovation and emergency remote education. It presents an investigation about the transfer of classroom classes to the remote format, which happened because of the pandemic generated by Covid-19. The study is qualitative and exploratory, with questionnaires applied to teachers who are teaching remotely, the sample being non-probabilistic. In two distinct stages, using the “snowball” methodology, we produce data for analysis. The first stage was focused on pedagogical innovation and the second was directed to evaluation in emergency remote education. The results show that the majority of teachers only transferred their methodology to the online format, even though most of them had to redesign their classes. It is concluded that it is still necessary to deepen the relationship between Technologies and innovation of teaching practices. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Double-blinded peer reviewed Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/11671 10.21879/faeeba2358-0194.2022.v31.n65.p42-58 |
url |
https://www.revistas.uneb.br/index.php/faeeba/article/view/11671 |
identifier_str_mv |
10.21879/faeeba2358-0194.2022.v31.n65.p42-58 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/11671/9537 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Magda Pischetola, Débora Vieira Machado info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Magda Pischetola, Débora Vieira Machado |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNEB |
publisher.none.fl_str_mv |
UNEB |
dc.source.none.fl_str_mv |
Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 65 (2022): Revista da FAEEBA - Educação e Contemponeidade; 42-58 2358-0194 0104-7043 10.21879/faeeba2358-0194.v31.n65 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
instname_str |
Universidade do Estado da Bahia (UNEB) |
instacron_str |
UNEB |
institution |
UNEB |
reponame_str |
Revista da FAEEBA (Online) |
collection |
Revista da FAEEBA (Online) |
repository.name.fl_str_mv |
Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB) |
repository.mail.fl_str_mv |
revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br |
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