Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Ensino de Ciência e Tecnologia |
Texto Completo: | https://periodicos.utfpr.edu.br/rbect/article/view/2751 |
Resumo: | A study was developed with students from a professional master’s degree. The aims were: i) to identify their representations of collaborative work (by means of a questionnaire and an individual written assignment); ii) to understand the impact of these representations on the use of collaborative work practices in online forums (through a questionnaire and messages posted in the forum); iii) to understand how the use of collaborative work in online forums contributes to the construction of didactic knowledge when addressing the issue of spelling (through messages posted in the forum and didactic tools designed by the groups); iv) to understand the contribution of this knowledge to the creation of didactic tools when addressing spelling. Results show the relationship between the appreciation of (and failure to appreciate) collaboration and its use in a collaborative environment, which impacts on the knowledge constructed and therefore on the didactic tools designed by the students. |
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Revista Brasileira de Ensino de Ciência e Tecnologia |
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Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher EducationA study was developed with students from a professional master’s degree. The aims were: i) to identify their representations of collaborative work (by means of a questionnaire and an individual written assignment); ii) to understand the impact of these representations on the use of collaborative work practices in online forums (through a questionnaire and messages posted in the forum); iii) to understand how the use of collaborative work in online forums contributes to the construction of didactic knowledge when addressing the issue of spelling (through messages posted in the forum and didactic tools designed by the groups); iv) to understand the contribution of this knowledge to the creation of didactic tools when addressing spelling. Results show the relationship between the appreciation of (and failure to appreciate) collaboration and its use in a collaborative environment, which impacts on the knowledge constructed and therefore on the didactic tools designed by the students.Universidade Tecnológica Federal do Paraná (UTFPR)Universidade de AveiroMacário, Maria JoãoSá, Cristina Manuela2016-11-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/275110.3895/rbect.v9n2.2751Revista Brasileira de Ensino de Ciência e Tecnologia; v. 9, n. 2 (2016)1982-873X10.3895/rbect.v9n2reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/2751/pdfDireitos autorais 2016 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2016-12-21T22:21:47Zoai:periodicos.utfpr:article/2751Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2016-12-21T22:21:47Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false |
dc.title.none.fl_str_mv |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
title |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
spellingShingle |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education Macário, Maria João |
title_short |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
title_full |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
title_fullStr |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
title_full_unstemmed |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
title_sort |
Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education |
author |
Macário, Maria João |
author_facet |
Macário, Maria João Sá, Cristina Manuela |
author_role |
author |
author2 |
Sá, Cristina Manuela |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade de Aveiro |
dc.contributor.author.fl_str_mv |
Macário, Maria João Sá, Cristina Manuela |
description |
A study was developed with students from a professional master’s degree. The aims were: i) to identify their representations of collaborative work (by means of a questionnaire and an individual written assignment); ii) to understand the impact of these representations on the use of collaborative work practices in online forums (through a questionnaire and messages posted in the forum); iii) to understand how the use of collaborative work in online forums contributes to the construction of didactic knowledge when addressing the issue of spelling (through messages posted in the forum and didactic tools designed by the groups); iv) to understand the contribution of this knowledge to the creation of didactic tools when addressing spelling. Results show the relationship between the appreciation of (and failure to appreciate) collaboration and its use in a collaborative environment, which impacts on the knowledge constructed and therefore on the didactic tools designed by the students. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-16 |
dc.type.none.fl_str_mv |
|
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.utfpr.edu.br/rbect/article/view/2751 10.3895/rbect.v9n2.2751 |
url |
https://periodicos.utfpr.edu.br/rbect/article/view/2751 |
identifier_str_mv |
10.3895/rbect.v9n2.2751 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.utfpr.edu.br/rbect/article/view/2751/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 CC-BY http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 CC-BY 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 Tecnológica Federal do Paraná (UTFPR) |
publisher.none.fl_str_mv |
Universidade Tecnológica Federal do Paraná (UTFPR) |
dc.source.none.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia; v. 9, n. 2 (2016) 1982-873X 10.3895/rbect.v9n2 reponame:Revista Brasileira de Ensino de Ciência e Tecnologia instname:Universidade Tecnológica Federal do Paraná (UTFPR) instacron:UTFPR |
instname_str |
Universidade Tecnológica Federal do Paraná (UTFPR) |
instacron_str |
UTFPR |
institution |
UTFPR |
reponame_str |
Revista Brasileira de Ensino de Ciência e Tecnologia |
collection |
Revista Brasileira de Ensino de Ciência e Tecnologia |
repository.name.fl_str_mv |
Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR) |
repository.mail.fl_str_mv |
||rbect-pg@utfpr.edu.br |
_version_ |
1787713869685194752 |