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Abstract(s)
Atualmente não podemos falar das tecnologias digitais sem associá-las às competências profissionais. As competências são necessárias em todos os domínios ou áreas (educacional, económica, política, profissional, etc.) provocando mudanças significativas para melhorar a qualidade do serviço e a forma de nos relacionar, ensinar e aprender. A necessidade de ajustar os sistemas educativos aos desafios da sociedade digital tem conduzido os países ocidentais a implementar políticas de formação docente. Nesta conjuntura foram elaborados projetos e referenciais a nível nacional e internacional a fim de melhorar, capacitar e orientar professores no exercício da sua profissão. Essa capacitação docente visa preparar os alunos com ferramentas que lhes permitam adaptar-se ao futuro profissional. A promoção de competências nos alunos só pode ser conseguida se os professores estiverem capacitados digitalmente. As políticas de formação docente dos países estão a centrar-se neste aspeto. Cabo Verde não pode ser exceção. Temos como tema do estudo Competência Digital Docente dos Professores do Ensino Básico e Secundário em Cabo Verde. A finalidade do estudo é avaliar as competências digitais dos professores do Ensino Básico e Secundário de Cabo Verde, com base na perceção dos professores. Para isso foi também necessário verificar o contexto de utilização das TIC, quer na escola quer em casa.
O estudo baseou-se na aplicação de um inquérito por questionário elaborado no aplicativo Forms da Google. Os resultados obtidos mostraram-nos que a competência digital dos professores em Cabo Verde tende para o nível básico e intermediário, e que existem alguns obstáculos identificados, como a (i) fraca qualidade da internet nas escolas, (ii) a maioria dos alunos não têm equipamentos informáticos em casa. Consideramos que a infraestrutura deficitária, a insuficiente capacitação e formação continua dos docentes, na área da competência digital, podem ser o motivo para que os professores de Cabo Verde não avançassem muito. Por outro lado, este estudo torna consciente esta realidade, e pode contribuir para o reconhecimento da necessidade de uma maior aposta na competência digital docente, à semelhança do que já estão a fazer em outros países.
Nowadays we cannot talk about digital technologies without associating them with professional skills. Skills are needed in all domains or areas (educational, economic, political, professional, etc.) causing significant changes to improve the quality of service and the way we relate, teach and learn. The need to adjust educational systems to the challenges of the digital society has led Western countries to implement teacher training policies. In this context, projects and references have been developed at national and international level in order to improve, train and guide teachers in the exercise of their profession. This teacher training aims to prepare students with tools that allow them to adapt to their professional future. The promotion of skills in students can only be achieved if teachers are digitally trained. Countries' teacher training policies are focusing on this aspect. Cape Verde cannot be an exception. The topic of the study is Digital Teacher Competence of Primary and Secondary School Teachers in Cape Verde. The overall objective of the study is to understand the perception of primary and secondary school teachers in Cape Verde regarding digital competencies and the levels they fall into. The study was based on the application of a questionnaire survey prepared in the Google application Forms. The results obtained showed us that the digital competence of teachers in Cape Verde tends towards the basic and intermediate level, and that there are some obstacles identified, such as (i) the poor quality of internet in schools, (ii) most students do not have computer equipment at home. We consider that the poor infrastructure, the insufficient training and continuing education of teachers, in the area of digital competence, could be the reason for teachers in Cape Verde not advancing much. On the other hand, this study makes this reality known, and can contribute to the recognition of the need to invest more in digital competence among teachers, as other in countries are already doing.
Nowadays we cannot talk about digital technologies without associating them with professional skills. Skills are needed in all domains or areas (educational, economic, political, professional, etc.) causing significant changes to improve the quality of service and the way we relate, teach and learn. The need to adjust educational systems to the challenges of the digital society has led Western countries to implement teacher training policies. In this context, projects and references have been developed at national and international level in order to improve, train and guide teachers in the exercise of their profession. This teacher training aims to prepare students with tools that allow them to adapt to their professional future. The promotion of skills in students can only be achieved if teachers are digitally trained. Countries' teacher training policies are focusing on this aspect. Cape Verde cannot be an exception. The topic of the study is Digital Teacher Competence of Primary and Secondary School Teachers in Cape Verde. The overall objective of the study is to understand the perception of primary and secondary school teachers in Cape Verde regarding digital competencies and the levels they fall into. The study was based on the application of a questionnaire survey prepared in the Google application Forms. The results obtained showed us that the digital competence of teachers in Cape Verde tends towards the basic and intermediate level, and that there are some obstacles identified, such as (i) the poor quality of internet in schools, (ii) most students do not have computer equipment at home. We consider that the poor infrastructure, the insufficient training and continuing education of teachers, in the area of digital competence, could be the reason for teachers in Cape Verde not advancing much. On the other hand, this study makes this reality known, and can contribute to the recognition of the need to invest more in digital competence among teachers, as other in countries are already doing.
Description
Keywords
Competência digital Formação de professores Educação Referenciais de competências Cabo Verde