Background This article’s purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers’ quality of life and health, working conditions, and digital competence. Methods The hypotheses of this study are that there are statistically significant differences in teachers’ burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables. Results Higher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration. Conclusions The study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category. Trial registration Ethics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.
Professional development for the use of digital games in schools: changes in the pedagogical practice? (Formação de professores a distância para o uso de jogos digitais na escola: mudanças na prática pedagógica?)
Este estudo tem como objetivo analisar as expressões faciais e gestos de crianças durante a interação com um jogo digital específico e os relatos orais sobre a experiência para discutir o potencial do uso dos jogos digitais em contexto educacionais e mediados para trabalhar as emoções. A pesquisa caracteriza-se por ser exploratória de abordagem qualitativa realizada com seis crianças em idade escolar (entre 4 a 7 anos). Para tanto, realizou-se filmagens das expressões faciais sintonizadas com as fases do jogo e entrevistas individuais com as crianças e entrevistas. Os resultados revelaram que os jogos digitais podem se constituir como um espaço de problematização, análise e discussão para o desenvolvimento emocional nas crianças, reforçando a importância de uma concepção mais ampla e integral de formação humana e o papel da escola para o desenvolvimento humano.
The objective of this work is to discuss the characteristics of the questionnaire as a tool for research, addressing the contexts of application, the aspects to be observed in the construction and some care in the use. The application of questionnaires as a data collection instrument is widely used in research in several areas of knowledge and can be adapted to different objectives and research formats. In this work a review about the elaboration and the use of questionnaires for researches and evaluation was carried out, resulting in the systematization of some notes and orientations their construction. Among the systematized aspects, it is important to carry out a previous careful research in order to recognize concepts to be approached and tests already validated on the proposed theme, the perception that the context in which the collection is performed needs to be considered in the research, the importance of choosing an instrument that effectively responds to the research objectives. Finally, it is emphasized that the questionnaire is a technical procedure that requires care regarding its elaboration, ordering, sequence, and ethical aspects involved, aiming the balance and the quality in the construction of the instrument to obtain results that meet the defined objectives.
Este trabalho tem por objetivo analisar as pesquisas desenvolvidas em âmbito nacional e internacional acerca do impacto da integração das tecnologias digitais na formação inicial de professores sobre suas práticas pedagógicas. Para tanto, realizou-se uma revisão sistemática da literatura com o intuito de fazer um levantamento de experiências realizadas nos últimos 10 anos, a fim de evidenciar seus principais resultados, contribuindo com novas pesquisas no âmbito da formação inicial de professores para a integração das tecnologias digitais. Os resultados foram apresentados e categorizados neste trabalho evidenciando três categorias de análise: a) revisões de literatura e de programas educacionais no campo da formação inicial de professores para o uso das tecnologias digitais; b) experiências e práticas no campo da formação inicial de professores para o uso das tecnologias digitais e c) formação inicial de professores com ênfase em competências digitais. Ilustra-se neste estudo, práticas, desafios, indicações e recomendações ao campo de estudo, apontando que a reflexão a cerca de um currículo de formação ancorado em diretrizes de competências digitais pode ser um caminho viável para o impacto positivo da inserção das tecnologias digitais nas práticas pedagógicas dos professores e que as experiências prévias que indicam níveis de competências digitais precisam ser valorizadas e trabalhadas na formação de professores para qualificar a sua transposição de um uso vinculado ao entretenimento ou pessoal para um contexto formal de educação que pressupõe uma intencionalidade e claros objetivos de aprendizagem.
Categoria: Pesquisa e AvaliaçãoSetor Educacional: EDUCAÇÃO SUPERIOR RESUMO Este estudo aborda as contribuições e contradições do apoio institucional e da motivação para os alunos do curso de Extensão a Distância Formação Continuada em Conselhos Escolares. Para tanto, realizou-se um pesquisa exploratória quantitativa com uma amostra de 325 cursistas, por meio da aplicação de um questionário. As questões objetivas procuraram identificar aspectos como o nível de motivação, o apoio institucional recebido, a atuação profissional e o tempo dedicado aos estudos. Os resultados indicam que a maioria dos cursistas participou motivada do curso e parte deles indicou receber algum tipo de apoio de suas instituições. Todavia, esse apoio não pode ser associado significativamente à motivação e ao tempo dedicado aos estudos. Apenas o tipo de função exercida apresentou influência sobre a motivação. Todavia questões específicas referentes ao apoio institucional destacam sua importância, mesmo não tendo sida identificada associação com a motivação dos alunos, o que se revelou contraditório. Palavras-chave: Educação a distância; Aprendizagem; Apoio Institucional; Motivação
In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and acknowledged that the activity contributed with the exercise of their abilities. In general, this research contributed to reinforcing the importance of the diversification of methodological strategies which include the use of digital games in education.
The COVID-19 pandemic made more evident the role digital technologies can play in education and their relationships with teacher training, the flexibility of pedagogical processes, and the diversification of strategies and resources. This chapter analyses how digital games have been incorporated into pedagogical practices to reflect on the educational challenges and transformations and their consequences for teacher education. Considering the context of the pandemic and the use of digital games as alternatives to pedagogical practices during remote learning, a scoping literature review was conducted on the Web of Science. Initial searches revealed 68 works developed at different levels of education addressing a diversity of content. The game's motivating potential, the more active postures experienced by the students, and the contributions to learning are highlighted. There is evidence that the games were integrated into the curriculum, composing actions that involved other combined resources and pedagogical strategies.
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