A Competência Digital dos educadores e professores é cada vez mais convocada para a renovação das práticas educativas, pelo que urge preparar futuros docentes para uma escola integrada na sociedade digital. Este estudo tem como propósito conhecer a opinião de futuros docentes relativamente aos seus saberes e uso de tecnologias educativas nas práticas educativas para identificar fatores inibidores e propulsores do uso de tecnologia digital. O presente artigo surge no âmbito do Projeto IFITIC que tem como objetivo repensar a prática educativa com TIC na formação inicial de futuros docentes de modo a promover a renovação metodológica na Educação Pré-escolar e no 1.º e 2.º Ciclos do Ensino Básico. Trata-se de um estudo quantiqualitativo cujos dados foram recolhidos através de inquérito por questionário, no ano letivo de 2017/2018, com questões abertas e fechadas, aplicado em três instituições de Ensino Superior Público, responsáveis pela formação inicial docentes, duas do Norte de Portugal e uma do Norte de Espanha. Neste artigo, tratamos alguns dados relativos a 111 estudantes portugueses em formação inicial de professores, recorrendo a uma abordagem estatística descritiva. A informação obtida permite-nos concluir que existem fatores que inibem a integração de recursos digitais nas práticas educativas e outros impulsores de tais práticas. Esperámos contribuir para uma reflexão sobre o uso das TIC na formação inicial docente.
Las oportunidades de las TIC en el Prácticum han sido objeto de estudio y análisis durante los últimos años, tanto para la gestión de este período formativo como para su tutorización y seguimiento, la búsqueda de información y la comunicación entre los implicados. En menor medida se ha indagado sobre sus posibilidades para la evaluación, la participación y la innovación educativa. Este trabajo se centra en el conocimiento que sobre las TIC poseen y la utilización que realizan 29 futuros docentes durante su período de prácticas curriculares. La información obtenida a través de un cuestionario creado ad hoc, permite concluir que durante este período formativo es escaso el uso de creativo e interactivo de los recursos tecnológicos, así como la práctica de metodologías innovadoras y activas en contextos reales.
In the context of the initial teacher training, namely in the Supervised Pedagogical Practice, it is imperative that the future teacher has the opportunity to develop skills that dignify him in the 21st century, but also that he is encouraged to (re)create the new educational paradigm, finding propulsive impulses of dynamic spheres of innovation and entrepreneurship, responsibility and opportunity for growth. In this sense, and knowing that Information and Communication Technologies (ICT) have an enormous potential for renewal of the educational paradigm and teaching professionalism (Quadros Flores, 2016), the study aims to know educational experiences with ICT: what they do, how they do and what teachers do feel and what impacts do they observe. In this context, we analysed seventeen lesson plans that applied digital resources carried out in the primary school by future teachers attending the Master's Degrees in "Pre-School Education and Teaching of the First Cycle of Basic Education" and Master's Degree in "First Cycle of the Basic Education and Mathematics and Natural Sciences of the Second Cycle of Basic Education". Three activities were selected with the criterion being innovative, useful, usable and transferable to other contexts. In order to understand what they observe and feel during the implementation of the practices, we opted for a qualitative methodology of a case study. Data were collected from a questionnaire with two open questions applied to seventeen future teachers carrying out the Supervised Educational Practice (internship) in the primary schools. For data analysis, we used content analysis. The results show that, when teachers use technological resources, they adopt a constructivist methodology and that, during the class, they observe impacts on the student, on the learning process and on the school results. The analysis of the answers also reveals effects in three dimensions, essential in the process of teaching and learning: in the motivation, as a means by which the learning is realized, in the understanding that in turn it gives meaning to the learning and the satisfaction, as the result of the motivation that facilitated the comprehension and that, therefore, improves the results of the students and the professional accomplishment of the teacher. When questioned about what they felt in managing an ICT class, they looked at the process of teaching and learning, regarding the student and regarding themselves (teacher). They show, therefore, that the feeling experienced by the teacher in the pedagogical act has a direct relationship with the teacher, as a professional (capacity of methodological, strategic and resource selection, creative capacity in the construction of an environment favourable to the process of teaching to learn), as a person (sensations experienced, responsibility, commitment), but also with the impact on the student. Thus, it is concluded that the success of technology integration depends mainly on the teacher, his technical training in the domain of the tool and his p...
The focus on increasingly student-centered methodological approaches is a current concern of all of those involved in educational contexts as they face the challenges of the 21st century. The present study, supported by the "Made by them to them: the students in the learning process" approach [1] and integrated within the scope of the IFITIC project (Innovate in Initial Training with ICT), focuses particularly on Higher Education and presents a reflection on the use of active methodologies in the didactic framing of languages and cultures at the undergraduate level. Starting from the concept of "Made by them to them" in higher education (idem), we turned our attention to the curricular area of foreign languages and cultures having conducted a case study for this purpose. The students implemented strategies consistent with the concept, and data collection focused on reflections and field notes written by the Curricular Unit Teacher who accompanied the entire training process. Also, the analysis of contents and results was based on the categories of that same approach. It was concluded that in this specific context, "Made by them to them" promotes a way of learning to learn that drives the students to discover themselves and the world: not only individually in an informal context, but also collaboratively in a formal context where they integrate and share knowledge and skills in a more natural manner, meeting an innovative, enriching and meaningful teaching and learning experience. In this framework of active methodologies, teaching practice is enriched and students are prepared for the real work context, for their journey as individuals and citizens of the 21st century.
The initial training of teachers assumes great responsibility in the methodo-logical renewal of teachers. This study aims to know the thinking of higher education students, future teachers, regarding their knowledge and attitudes towards the curricular integration of Information and Communication Tech-nologies (ICT), as well as to identify inhibiting and propelling factors of the use of digital technology by future teachers. This study is part of the IFITIC Project, which aims to rethink educational practice with ICT in the initial training of future teachers in order to promote methodological renewal in Pre-school Education and the 1st and 2nd Cycles of Basic Education. We used the methodological design survey and for data collection we applied a ques-tionnaire survey, with closed questions, to students of Basic Education and Vocational Master's degree from two public higher education institutions in the North of Portugal. The results point to the existence of inhibiting factors such as lack of resources in training centers, and propellants to ICT integra-tion such as the availability of personal resources that can compensate for the lack of resources in school centers and ICT training by training schools. They also reveal a positive and open attitude on the part of students towards the educational use of ICT.
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