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Num contexto pós-pandemia, a premência de uma adaptação eficaz às mudanças de uma digitalização acelerada e o desenvolvimento de estratégias pedagógicas que atendam às necessidades educacionais dos alunos vieram criar uma enorme pressão sobre o desempenho dos docentes. A profissão docente enfrenta atualmente o desafio de acolher alunos com os mais diversos perfis e necessidades, e de potenciar o desenvolvimento das suas capacidades e atitudes, numa abordagem personalizada e diferenciadora. A resposta a este desafio implica a aquisição de novas competências profissionais e pedagógicas: a descoberta de ferramentas digitais, a exploração do seu potencial didático e a implementação de novas práticas pedagógicas mais ativas, inclusivas, envolventes e eficazes, tal como recomendam o quadro europeu DigCompEdu e os normativos nacionais. Partindo deste enquadramento, o presente estudo visa perceber o impacto percebido da capacitação digital docente no desenvolvimento das práticas pedagógicas e as lógicas de ação pedagógica decorrentes do uso de ferramentas digitais ao serviço da satisfação de necessidades individuais dos alunos e do desenvolvimento das suas capacidades, atitudes e competências, referenciadas no Perfil dos Aluno à Saída da Escolaridade Obrigatória (PASEO). Seguindo uma metodologia de investigação mista, foram auscultados 153 docentes do Ensino Básico e Secundário, através da aplicação online de um questionário elaborado para o efeito, incidindo sobre a temática do estudo, integrando questões fechadas e abertas. Os dados quantitativos foram objeto de análises descritivas e inferenciais, recorrendo ao software IBM SPSS (versão 28) e os dados qualitativos foram sujeitos a análise de conteúdo. Os resultados revelam que o domínio de competências e de ferramentas digitais pelos docentes parece impactar o desenvolvimento das suas práticas pedagógicas, uma vez que há uma perceção generalizada, transversal a todos os docentes que participaram no estudo, quanto à importância do uso de ferramentas digitais para o desenvolvimento de competências e atitudes, considerando-as experiências de aprendizagem eficazes e significativas. Entre os efeitos mais referidos, destaca-se o uso de ferramentas digitais para o desenvolvimento da capacidade de autorregulação das aprendizagens, da produção criativa de conteúdos (em diversos formatos), do envolvimento ativo, da motivação e do trabalho colaborativo entre os alunos. Deste estudo decorrem implicações para as práticas (pedagógica e organizacional) no sentido em que só uma Capacitação Digital Docente generalizada e consolidada, transformará os professores nos principais agentes da necessária transformação e renovação da educação em Portugal e no mundo.
In a post-pandemic context, the need to effectively adapt to the changes of an accelerated digitalization, and to develop pedagogical strategies that can meet multiple educational needs, has created enormous pressure on teachers´ performance. The teaching profession currently faces the challenge of welcoming students with the most diverse profiles and needs, while promoting the development of their skills and attitudes, in a personalized and differentiating approach. The response to this challenge involves the acquisition of new professional and pedagogical skills: the discovery of new digital tools, the exploration of their didactic potential and the implementation of new, more active, inclusive, engaging, and effective pedagogical practices, as recommended by the European DigCompEdu framework and by the Portuguese legislation. Following these guidelines, this study aims to understand the perceived impact of digital teaching training on the development of pedagogical practices and the logic of pedagogical action resulting from the use of digital tools as a way of meeting different needs and a way of developing students' skills and attitudes, as referenced in the Portuguese framework, PASEO. Following a mixed research methodology, 153 teachers from Basic and Secondary Education were consulted, through the online application of a questionnaire designed for this purpose, focusing on the theme of the study, integrating open and closed questions. The quantitative data were subject to descriptive and inferential analysis, using IBM SPSS software (version 28) and the qualitative data were subject to content analysis. The results reveal that the mastery of digital skills and tools by teachers seems to impact their pedagogical practices, since there is a generalized perception, transversal to all teachers who participated in the study, regarding the importance of using digital tools for the development of student´s skills and attitudes, considering them effective and meaningful learning experiences. Among the most frequently mentioned uses, the use of digital tools to develop the ability to self-regulate learning, to produce creative content (in different formats), and to foster active involvement, motivation, and collaborative work among students, stands out. This study has implications for pedagogical and organizational practices, in the sense that only widespread and consolidated Digital Teaching Training will transform teachers into the main drivers of the necessary educational transformation and renewal, either in Portugal, or around the world.
In a post-pandemic context, the need to effectively adapt to the changes of an accelerated digitalization, and to develop pedagogical strategies that can meet multiple educational needs, has created enormous pressure on teachers´ performance. The teaching profession currently faces the challenge of welcoming students with the most diverse profiles and needs, while promoting the development of their skills and attitudes, in a personalized and differentiating approach. The response to this challenge involves the acquisition of new professional and pedagogical skills: the discovery of new digital tools, the exploration of their didactic potential and the implementation of new, more active, inclusive, engaging, and effective pedagogical practices, as recommended by the European DigCompEdu framework and by the Portuguese legislation. Following these guidelines, this study aims to understand the perceived impact of digital teaching training on the development of pedagogical practices and the logic of pedagogical action resulting from the use of digital tools as a way of meeting different needs and a way of developing students' skills and attitudes, as referenced in the Portuguese framework, PASEO. Following a mixed research methodology, 153 teachers from Basic and Secondary Education were consulted, through the online application of a questionnaire designed for this purpose, focusing on the theme of the study, integrating open and closed questions. The quantitative data were subject to descriptive and inferential analysis, using IBM SPSS software (version 28) and the qualitative data were subject to content analysis. The results reveal that the mastery of digital skills and tools by teachers seems to impact their pedagogical practices, since there is a generalized perception, transversal to all teachers who participated in the study, regarding the importance of using digital tools for the development of student´s skills and attitudes, considering them effective and meaningful learning experiences. Among the most frequently mentioned uses, the use of digital tools to develop the ability to self-regulate learning, to produce creative content (in different formats), and to foster active involvement, motivation, and collaborative work among students, stands out. This study has implications for pedagogical and organizational practices, in the sense that only widespread and consolidated Digital Teaching Training will transform teachers into the main drivers of the necessary educational transformation and renewal, either in Portugal, or around the world.
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Palavras-chave
Competências digitais Capacitação digital docente DigCompEdu Práticas pedagógicas Ferramentas digitais Digital skills Digital teacher training Pedagogical practices Digital tools