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Advisor(s)
Abstract(s)
Numa sociedade dominada pelas novas tecnologias, a educação parece continuar com uma mentalidade analógica, observando-se constrangimentos na integração do digital nas escolas e resistência dos professores à mudança, apesar da presença de programas de digitalização da educação. Assim, procurou-se compreender melhor a transição digital na educação em Portugal, com foco na predisposição dos professores para a mudança, numa visão ampla e crítica, envolvendo a capacitação docente e a implementação dos Planos de Ação para o Desenvolvimento Digital das Escolas (PADDE). Neste estudo aborda-se a necessidade de preparar os alunos para o mundo atual e examina-se a importância da integração das tecnologias digitais na educação, identificando desafios e delineando perspetivas futuras. Analisa-se também a transição digital em Portugal, no contexto europeu, perscrutando os referenciais DigComp, DigCompEdu e DigCompOrg, que orientam o desenvolvimento de competências digitais, em complemento com a ferramenta Check-in e o PADDE, instrumentos identificados como capitais na transição digital das escolas.
Este estudo foi realizado no Centro de Formação Tua e Douro Superior, partindo da premissa de que a sociedade digital exige uma mudança de paradigma na educação, adaptando métodos de ensino e aprendizagem e oferecendo resposta às exigências do século XXI. O trabalho atenta, sobretudo, na predisposição e capacitação digital dos professores, analisando a necessidade de competências digitais, o conceito de autoeficácia na utilização de tecnologias digitais e a eficácia dos programas de formação existentes. Analisa-se a resistência à mudança, propõem-se estratégias para a sua superação e avaliam-se também os obstáculos à transição digital, como problemas de infraestrutura, pedagógicos e atitudinais. Para tal, realizou-se um estudo de caso, de natureza mista, sobre a predisposição dos professores para a transição digital da educação. A partir da análise documental e da análise dos resultados do inquérito por questionário e de entrevistas na modalidade de focus group, este estudo conseguiu demonstrar que existe, de facto, falta de predisposição dos professores para a transição digital, no contexto estudado.
Na origem deste problema estão vários agentes inibidores de mudança: uma visão tradicionalista da educação escolar, o envelhecimento da classe, o cansaço, a falta de tempo, a desmotivação, a falta de competências digitais e as fracas condições tecnológicas existentes nas escolas. Esta simbiose de fatores condicionantes contribui fortemente para a falta de predisposição dos professores para a transição digital e para a resistência à mudança.
In a society dominated by new technologies, education seems to continue with an analogue mentality, with constraints observed in the integration of digital in schools and teachers' resistance to change, despite the presence of education digitalization programs. Therefore, we will seek to better understand the digital transition in education in Portugal, focusing on teachers' predisposition to change, in a broad and critical view of the digital transition in education in Portugal, involving teacher training and the implementation of Action Plans for Development Digital Schools (PADDE). This study addresses the need to prepare students for today's world and examines the importance of integrating digital technologies in education, identifying challenges and outlining future perspectives. The digital transition in Portugal is also analysed, in the context of children, examining the DigComp, DigCompEdu and DigCompOrg references, which guide the development of digital skills, in addition to the Check-in tool and PADDE, instruments identified as capital in the digital transition of schools. This study was carried out at the Tua and Douro Superior Training Centre, based on the premise that the digital society requires a paradigm shift in education, adapting teaching and learning methods and offering a response to the demands of the 21st century. The work pays particular attention to the digital predisposition and training of teachers, analysing the need for digital skills, the concept of self-efficacy in the use of digital technologies and the effectiveness of existing training programs. Resistance to change is analysed, strategies are proposed to overcome it and obstacles to the digital transition are also assessed, such as infrastructure, pedagogical and attitudinal problems. To this end, a mixed case study was carried out on the predisposition of teachers towards the digital transition of education. Based on document analysis and analysis of the results of the questionnaire survey and focus group interviews, this study was able to demonstrate that there is, in fact, a lack of predisposition among teachers for the digital transition, in the context studied. At the origin of this problem are several agents inhibiting change: a traditionalist view of school education, the ageing of the class, tiredness, lack of time, demotivation, lack of digital skills and the weak technological conditions existing in schools. This symbiosis of conditioning factors strongly contributes to teachers' lack of predisposition for the digital transition and their resistance to change.
In a society dominated by new technologies, education seems to continue with an analogue mentality, with constraints observed in the integration of digital in schools and teachers' resistance to change, despite the presence of education digitalization programs. Therefore, we will seek to better understand the digital transition in education in Portugal, focusing on teachers' predisposition to change, in a broad and critical view of the digital transition in education in Portugal, involving teacher training and the implementation of Action Plans for Development Digital Schools (PADDE). This study addresses the need to prepare students for today's world and examines the importance of integrating digital technologies in education, identifying challenges and outlining future perspectives. The digital transition in Portugal is also analysed, in the context of children, examining the DigComp, DigCompEdu and DigCompOrg references, which guide the development of digital skills, in addition to the Check-in tool and PADDE, instruments identified as capital in the digital transition of schools. This study was carried out at the Tua and Douro Superior Training Centre, based on the premise that the digital society requires a paradigm shift in education, adapting teaching and learning methods and offering a response to the demands of the 21st century. The work pays particular attention to the digital predisposition and training of teachers, analysing the need for digital skills, the concept of self-efficacy in the use of digital technologies and the effectiveness of existing training programs. Resistance to change is analysed, strategies are proposed to overcome it and obstacles to the digital transition are also assessed, such as infrastructure, pedagogical and attitudinal problems. To this end, a mixed case study was carried out on the predisposition of teachers towards the digital transition of education. Based on document analysis and analysis of the results of the questionnaire survey and focus group interviews, this study was able to demonstrate that there is, in fact, a lack of predisposition among teachers for the digital transition, in the context studied. At the origin of this problem are several agents inhibiting change: a traditionalist view of school education, the ageing of the class, tiredness, lack of time, demotivation, lack of digital skills and the weak technological conditions existing in schools. This symbiosis of conditioning factors strongly contributes to teachers' lack of predisposition for the digital transition and their resistance to change.
Description
Keywords
Educação Futuro Professores Transição digital