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Publication
A evolução da formação em competência digital docente em Portugal
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Advisor(s)
Abstract(s)
O presente estudo faz uma análise documental sobre a evolução dos programas de formação
oferecidos em Portugal, desde o ano de 1992 até à atualidade. Esta análise tem como
objetivos: (i) caracterizar historicamente a aposta formativa em competências digitais dos
docentes em Portugal; (ii) identificar momentos-chave das políticas para as tecnologias
digitais em Portugal. A metodologia adotada foi a de revisão bibliográfica narrativa. Como
resultados, verificámos que a formação contínua em competências digitais se mantém
alinhada com as políticas educativas internacionais e europeias, em conexão com as
iniciativas transnacionais e europeias para a formação. É possível identificar quatro
períodos: (i) formalização do início da formação contínua e programa FOCO, no âmbito
do PRODEP I; (ii) criação do Conselho Científico-Pedagógico da Formação Contínua,
PRODEP II e ratificações ao Decreto-Lei n.º 249/92; (iii) reordenação dos Centros de
Formação de Associações de Escolas (CFAE), criação da modalidade Ação de Curta
Duração (ACD) e Plano Tecnológico da Educação, a par da criação do Referencial de
Competências TIC, acompanhado de um estudo de implementação, com três níveis de
competências; (iv) novo esforço da formação contínua que visa a melhoria da qualidade de
ensino e aprendizagem, em que se inscreve o Plano de Transição Digital, enquadrado pelo
DigComp.org e pelo DigCompEdu, referenciais de competências digitais, resultantes da
necessidade de capacitar os professores para a sociedade digital. Deste modo, o
conhecimento do percurso passado e presente da formação contínua em Portugal, no âmbito
das competências digitais, revelar-se-á fundamental para docentes e escolas que pretendam
refletir sobre o seu desenvolvimento profissional, enquanto organizações cuja ação se deve
traduzir na melhoria da qualidade da educação e dos resultados dos aprendentes. Desta
forma, o presente estudo poderá resultar em conhecimento científico para projetos futuros
de políticas públicas de países que desejam desenvolver ações de formação contínua de
professores.
The present study makes a document analysis of the training programmes offered in Portugal from 1992 to the present. This analysis aims to: (i) historically characterize the commitment to train teachers in Portugal in the field of digital skills; (ii) identify key moments of policies for digital technologies in Portugal. The methodology adopted was the narrative literature review. As a result, we found that continuous training in digital skills is aligned with international and European educational policies, in connection with transnational and European initiatives for training. Therefore it is possible to identify four periods: (i) the formalization of the beginning of continuous training, the FOCO program, within the scope of PRODEP I; (ii) the creation of the Scientific-Pedagogical Council for Continuing Education, PRODEP II, and the ratifications of Decree Law no. 249/92; (iii) the reorganization of the CFAE (Training Centres organized by schools that work together to provide their staff with the necessary competencies), the creation of the Short-Term Action (ACD) modality, and the Technological Plan for Education, together with the creation of the ICT Competence Benchmark, accompanied by an implementation study, with three levels of competences; (iv) a new effort of continuous training aimed at improving the quality of teaching and learning, which includes the Digital Transition Plan, framed by both DigComp.org and by DigCompEdu, digital skills benchmarks, resulting from the need to train teachers for the digital society . In this way, the knowledge of the past and present paths of continuous training in Portugal, within the scope of digital skills, will prove to be fundamental for both teachers and schools who wish to reflect upon their professional development as organizations whose action must render into the improvement of both the quality of education and of learners’ outcomes. In this way, the present study may result in scientific knowledge for future public policy projects in countries that wish to develop ongoing teacher training actions
The present study makes a document analysis of the training programmes offered in Portugal from 1992 to the present. This analysis aims to: (i) historically characterize the commitment to train teachers in Portugal in the field of digital skills; (ii) identify key moments of policies for digital technologies in Portugal. The methodology adopted was the narrative literature review. As a result, we found that continuous training in digital skills is aligned with international and European educational policies, in connection with transnational and European initiatives for training. Therefore it is possible to identify four periods: (i) the formalization of the beginning of continuous training, the FOCO program, within the scope of PRODEP I; (ii) the creation of the Scientific-Pedagogical Council for Continuing Education, PRODEP II, and the ratifications of Decree Law no. 249/92; (iii) the reorganization of the CFAE (Training Centres organized by schools that work together to provide their staff with the necessary competencies), the creation of the Short-Term Action (ACD) modality, and the Technological Plan for Education, together with the creation of the ICT Competence Benchmark, accompanied by an implementation study, with three levels of competences; (iv) a new effort of continuous training aimed at improving the quality of teaching and learning, which includes the Digital Transition Plan, framed by both DigComp.org and by DigCompEdu, digital skills benchmarks, resulting from the need to train teachers for the digital society . In this way, the knowledge of the past and present paths of continuous training in Portugal, within the scope of digital skills, will prove to be fundamental for both teachers and schools who wish to reflect upon their professional development as organizations whose action must render into the improvement of both the quality of education and of learners’ outcomes. In this way, the present study may result in scientific knowledge for future public policy projects in countries that wish to develop ongoing teacher training actions
Description
Keywords
Desenvolvimento profissional Formação contínua docente Competências digitais
Citation
Vicente, Fernanda; Meirinhos, Manuel; Loureiro, Ana Cláudia (2022). A evolução da formação em competência digital docente em Portugal. In Cristina Mesquita, Manuel Vara Pires, Rui Pedro Lopes (Eds.). VI Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 591-601. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança