Educação Intercultural e formação de professores

Barros, Ênnio Santos; Silva, Ilma Maria Oliveira; Sousa, Rômulo Hugo Rêgo; Torres, Adalberto Pereira; Câncio, Raimundo Nonato de Pádua; Zaparoli, Willian Gomes; Alves, Fernando Brasil; Vieira, Jaira Ruama Oliveira de Sousa; Monteiro, Karla Bianca Freitas de Souza

doi:10.29327/556437.1-4

Cited by 1 publication

(2 citation statements)

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“…Within the Portuguese context, teacher training practices for the use of initial and continuous ICT are still very attached to traditional practices and models of teacher preparation in general (Costa, 2013). In a world dominated by technological advances, it is peremptory for teachers to develop their digital/technological competence, in order to gain access, analyze and synthesize, reflect and validate and, finally, transmit knowledge, using technologies in general and ICT in particular (Bastos, 2014)…”

Section: Literature Reviewmentioning

confidence: 99%

“…With the accelerated and global advance in technology, teachers ought to develop digital competence, in order to obtain access, analyze and synthesize, reflect and validate and, finally, transmit knowledge, using technologies in general and ICT in particular (Bastos, 2014). However, introducing technologies in teaching implies bearing in mind two major groups of constraints: internal (e.g., teachers; instructors; beliefs; views on technology; views on teaching, learning and knowledge) (Costa, 2012); and external (e.g., lack of time; inadequate preparation; lack of knowledge; lack of will, lack of resources; age; inadequate use; experience) (Kessler & Hubbard, 2017;Mahdi & Al-Dera, 2013;Sjöberg & Lilja, 2019;Uzunboylu & Tuncay, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Conditioning Factors in the Integration of Technology in the Teaching of Portuguese Non-Native Language: A Post-COVID 19 Reflection for the Current Training of Teachers

Carvalho¹,

Casado²,

Delgado³

2020

IJLTER

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This presentation is the result of a mixed research and part of a PHD investigation, aimed to understand whether in the process of integrating technology in teaching Portuguese as a Non-Native Language (PNNL), external conditions such as age, time and teacher experience justify the low use of digital resources in language teaching, even though we live in the digital era currently modulated by the COVID-19 pandemic. It was also sought to understand whether training (initial and continuous) endows the teacher with skills to integrate technology in teaching. Data were obtained from 101 PNNL teachers with experience in Portugal and abroad. The results showed that training has no influence on the use of digital resources in education; age and experience influence low utilization due to lack of confidence and teacher’s attitudes; and, regarding time, it was noticed that these digital resources could be facilitating elements in time management. It was concluded that we should focus heavily on CALL training for PNNL teaching, in particular due to the standardization that occurred in distance learning, caused by COVID-19, in order to provide teachers with digital literacy, thus enhancing greater time management, greater confidence and a more adjusted attitude to socio-constructivism.

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Section: Literature Reviewmentioning

confidence: 99%