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Abstract(s)
A formação contínua de professores constitui um instrumento privilegiado para induzir
mudanças no sistema educativo, oferecendo a possibilidade de os docentes
desenvolverem atitudes e conhecimentos que vêm complementar a sua formação inicial
e alterar as suas práticas profissionais. No caso das escolas públicas portuguesas, a
formação contínua de professores em TIC terá sido proporcionada através do
desenvolvimento dos sucessivos projetos, programas e iniciativas. No entanto, a maioria
dos professores continua a não utilizar as TIC de forma consistente e regular em práticas
de ensino que envolvam a utilização das tecnologias pelos alunos. Sugere-se que a causa
para esta situação estará no tipo de formação em TIC que tem sido proporcionada. Por
isso, este estudo tenta compreender a forma como esta formação tem sido planeada e os
seus efeitos sobre os conhecimentos dos professores e sobre a forma como estes
mobilizam as TIC nos processos de ensino e aprendizagem. Para isso, como método,
recorremos à análise de documentos, onde se expressam informações sobre a oferta
formativa, sobre o uso das TIC nas escolas e sobre o levantamento de necessidades de
formação contínua de professores, e auscultámos formadores e professores que
lecionaram e frequentaram ações de formação. Os dados obtidos sugerem possíveis
fragilidades no processo de diagnóstico e levantamento de necessidades de formação,
apontam para uma oferta formativa que apresenta ausência de referencial e tende a
valorizar os aspetos teórico, ou teórico-prático. Observámos, ainda, que mais de metade
da oferta formativa em TIC tem procurado satisfazer necessidades do trabalho dos
professores que não se relacionam com as práticas de ensino. Quanto aos efeitos da
formação, os dados indicam que a formação em TIC terá produzido efeito no
desenvolvimento de competências relativas ao trabalho de retaguarda dos professores,
mas não alterou significativamente a utilização das TIC em sala de aula. Como entraves
à utilização das TIC, os professores entrevistados referem a falta de tempo para explorar
as tecnologias, a insuficiência e a desatualização dos equipamentos e do software, a falta
de técnicos para fazer a manutenção e a falta de verbas para repor os equipamentos
avariados ou obsoletos.
Continuing teacher training is a privileged tool to induce changes in the education system, offering the possibility for teachers to develop attitudes and knowledge that complement their initial training and change their professional practices. In the case of Portuguese public schools, the continuing training of ICT teachers will have been provided through the development of successive projects, programs and initiatives. However, most teachers continue to not consistently and regularly use ICT in teaching practices involving the usage of technology by students. It is suggested that the cause for this situation will be in the type of ICT training that has been provided. Therefore, this study aims to understand how this training has been planned and seeks to determine the effects of this training on teachers' knowledge and how they mobilize ICT in teaching and learning processes. To do this, as method, we use the analysis of documents, which express information about the formative offer, on the usage of ICT in schools and on the survey of the needs of continuing teacher training; furthermore, we have listened to trainers and teachers who have taught and attended training activities. The data obtained suggests possible weaknesses in the process of diagnosis and survey of training needs, point out to a formative, needy offer, which presents absence of referential and tends to value the theoretical, or theoretical-practical aspects. We also observed that more than half of the ICT training offer has sought to meet the needs of teachers ' work that do not relate to teaching practices. As for the effects of training, the data indicates that ICT training will have produced an effect on the development of skills related to the teachers ' rearward work but has not significantly altered the use of ICT in the classroom. As obstacles to the usage of ICT, the teachers interviewed refer to the lack of time to explore the technologies, the insufficiency, the outdating of the equipment and the software, the lack of technicians to maintain and the lack of funds to replenish the malfunctioning or obsolete equipment.
Continuing teacher training is a privileged tool to induce changes in the education system, offering the possibility for teachers to develop attitudes and knowledge that complement their initial training and change their professional practices. In the case of Portuguese public schools, the continuing training of ICT teachers will have been provided through the development of successive projects, programs and initiatives. However, most teachers continue to not consistently and regularly use ICT in teaching practices involving the usage of technology by students. It is suggested that the cause for this situation will be in the type of ICT training that has been provided. Therefore, this study aims to understand how this training has been planned and seeks to determine the effects of this training on teachers' knowledge and how they mobilize ICT in teaching and learning processes. To do this, as method, we use the analysis of documents, which express information about the formative offer, on the usage of ICT in schools and on the survey of the needs of continuing teacher training; furthermore, we have listened to trainers and teachers who have taught and attended training activities. The data obtained suggests possible weaknesses in the process of diagnosis and survey of training needs, point out to a formative, needy offer, which presents absence of referential and tends to value the theoretical, or theoretical-practical aspects. We also observed that more than half of the ICT training offer has sought to meet the needs of teachers ' work that do not relate to teaching practices. As for the effects of training, the data indicates that ICT training will have produced an effect on the development of skills related to the teachers ' rearward work but has not significantly altered the use of ICT in the classroom. As obstacles to the usage of ICT, the teachers interviewed refer to the lack of time to explore the technologies, the insufficiency, the outdating of the equipment and the software, the lack of technicians to maintain and the lack of funds to replenish the malfunctioning or obsolete equipment.
Description
Keywords
Formação de professores TIC Práticas de ensino Políticas tecnológicas Teacher training ICT Teaching practices Technological policies