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Abstract(s)
A necessidade de Portugal confinar devido à pandemia de covid-19 fez despoletar a urgência dos professores se adaptarem às mais recentes tecnologias que suportam os demais ambientes de aprendizagem online. Esta emergência não permitiu qualquer experiência, teste, ação de formação ou preparação, pois o foco central foi a garantia da continuidade do processo de ensino-aprendizagem, independentemente de todas as fragilidades iniciais dos demais atores educativos, dos obstáculos ou dos problemas da mais variada ordem. Esta nova forma de ensinar requereu da parte dos professores a consolidação de um conjunto de conhecimentos – tecnológico, pedagógico e de conteúdo que, devidamente articulados, dão origem ao TPACK. No presente estudo, pretendemos determinar se, no período de confinamento, existiu desenvolvimento dos professores, em ambientes de aprendizagem online, designadamente, nas dimensões do conhecimento do modelo TPACK. Os resultados, suportados por um estudo de caso múltiplo, que decorreu em duas instituições educativas do Norte do País, demonstram que, embora não muito significativa, há evolução em algumas dimensões do modelo TPACK, o que sugere que os professores adquiriram competências e conhecimentos no período do ensino online. Foi ainda possível identificar um conjunto de sugestões para a melhoria prática docente ao nível técnico-pedagógico e dos conteúdos orientada para o ensino online.
The need for Portugal to confine due to the covid-19 pandemic triggered the urgency of teachers to adapt to the latest technologies that support other online learning environments. This emergency did not allow any experience, test, training or preparation action, as the central focus was to guarantee the continuity of the teaching-learning process, regardless of all the initial weaknesses of the other educational actors, the obstacles or problems of the most varied order. This new way of teaching required the consolidation of a set of knowledge - technological, pedagogical and content that, if properly articulated, give rise to the TPACK. In the present study, we intend to determine if, during the confinement period, there was teacher development, in online learning environments, namely, in the dimensions of knowledge of the TPACK model. The results, supported by a multiple case study, which took place in two educational institutions in the North of the country, demonstrate that, although not very significant, there is an evolution in some dimensions of the TPACK model, which suggests that teachers acquired skills and knowledge in the online teaching period. It was also possible to identify a set of suggestions for the improvement of teaching practice at the technical and pedagogical level and of the content oriented towards online teaching.
The need for Portugal to confine due to the covid-19 pandemic triggered the urgency of teachers to adapt to the latest technologies that support other online learning environments. This emergency did not allow any experience, test, training or preparation action, as the central focus was to guarantee the continuity of the teaching-learning process, regardless of all the initial weaknesses of the other educational actors, the obstacles or problems of the most varied order. This new way of teaching required the consolidation of a set of knowledge - technological, pedagogical and content that, if properly articulated, give rise to the TPACK. In the present study, we intend to determine if, during the confinement period, there was teacher development, in online learning environments, namely, in the dimensions of knowledge of the TPACK model. The results, supported by a multiple case study, which took place in two educational institutions in the North of the country, demonstrate that, although not very significant, there is an evolution in some dimensions of the TPACK model, which suggests that teachers acquired skills and knowledge in the online teaching period. It was also possible to identify a set of suggestions for the improvement of teaching practice at the technical and pedagogical level and of the content oriented towards online teaching.
Description
Keywords
Ensino online Formação contínua Pandemia covid-19 Tecnologias educativas TPACK
Pedagogical Context
Citation
Gonçalves, Bruno F. (2023). TPACK, desenvolvimento profissional e prática docente. Revista EducaOnline. ISSN 1983-2664. 17:3, p. 50-68
Publisher
Universidade Federal do Rio de Janeiro