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Advisor(s)
Abstract(s)
Em Portugal, foram desenvolvidos sucessivos projetos, programas e iniciativas com vista ao desenvolvimento de atitudes e conhecimentos dos docentes em exercício relativamente à utilização das tecnologias de informação e comunicação (TIC); contudo, a maioria dos professores continua a não criar situações de utilização das TIC pelos alunos de forma consistente e regular. Este estudo visa compreender a forma como a formação em TIC tem sido planeada e identificar os seus efeitos sobre os conhecimentos dos professores e sobre a forma como estes mobilizam as tecnologias nos processos de ensino e aprendizagem. O estudo é de natureza qualitativa e recorre à análise de documentos e à entrevista semiestruturada de participantes em ações de formação na qualidade de formadores ou de formandos. Os dados obtidos sugerem possíveis fragilidades no processo de diagnóstico e levantamento de necessidades de formação e apontam para uma oferta formativa sem referencial explícito, valorizando aspetos teóricos ou teórico-práticos. Constata-se ainda que mais de metade da oferta formativa em TIC visa satisfazer necessidades do trabalho dos professores não relacionadas com as práticas de ensino, e os seus efeitos situam-se mais no desenvolvimento de competências relativas ao trabalho de retaguarda dos professores.
In Portugal, successive projects, programs and initiatives have been developed with the aim of developing teachers’ attitudes and knowledge regarding the use of information and communication technologies (ICT), but most teachers do not continue to create situations of ICT use by students in a consistent and regular manner, and this may be due to the type of training provided. This study aims to understand how ICT training has been planned and to identify its effects on teachers’ knowledge and how they mobilize the technologies in teaching and learning processes. The study is of a qualitative nature and uses the analysis documents and the auscultation through a semi-structured interview of participants in training actions as trainers or trainees. The obtained data suggest possible weaknesses in the process of diagnosis and survey of training needs, point to a formative offer without explicit referential valuing theoretical or theoretical practical aspects. It is also noted that more than half of the ICT training offer is aimed at meeting the needs of teachers’ work unrelated to teaching practices and their effects are more in the development of skills related to the back work of teachers.
In Portugal, successive projects, programs and initiatives have been developed with the aim of developing teachers’ attitudes and knowledge regarding the use of information and communication technologies (ICT), but most teachers do not continue to create situations of ICT use by students in a consistent and regular manner, and this may be due to the type of training provided. This study aims to understand how ICT training has been planned and to identify its effects on teachers’ knowledge and how they mobilize the technologies in teaching and learning processes. The study is of a qualitative nature and uses the analysis documents and the auscultation through a semi-structured interview of participants in training actions as trainers or trainees. The obtained data suggest possible weaknesses in the process of diagnosis and survey of training needs, point to a formative offer without explicit referential valuing theoretical or theoretical practical aspects. It is also noted that more than half of the ICT training offer is aimed at meeting the needs of teachers’ work unrelated to teaching practices and their effects are more in the development of skills related to the back work of teachers.
Description
Keywords
Formação de professores Tecnologias de informação e comunicação Práticas de ensino Políticas tecnológicas Teacher training Information and communication technologies Teaching practices Technology policies