O fazer e o pensar dos professores de física egressos do MECM: contribuições das tecnologias digitais na formação continuada.

• Ano de defesa: 2012
• Autor(a) principal: Silva, Maria Aldia da
• Orientador(a): Moita, Filomena Maria Gonçalves da Silva Cordeiro
• Banca de defesa: Sousa, Cidoval Morais de , Ferreira, Helaine Sivini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Ciências e Matemática
• Departamento: Ensino de Física
• País: BR
• Palavras-chave em Português: Ensino de física; Formação de professores; Tecnologias digitais
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1912

This study aimed to investigate how they are being applied to Digital Technologies Information and Communication in the Teaching of Physics, for students graduating from the Professional Master in Teaching Science and Mathematics UEPB, graduates in physics, with regard to changes, limits and learning students. For this map the geographical distribution of these students / teachers to identify the schools or institutions where they worked at the time of the survey and then analyze the performance of them in your workspace, through questionnaires, interviews and observations, in which we consider: proposed innovations and student learning. After gathering the data used content analysis and triangulation technique for analysis. To support the data analysis we are guided by theorists such as Ausubel (2003) and Levy (1999) and authors such as Prensky (2007), Moran (2007), Nóvoa (2007), Tajra (2001), Tardif (2000), Freire ( 1998) and Esteve (1995), among others. During the survey and analysis found sensitive changes in the practice of the teachers, for example, assertions and observations that the route the master's use more or with more insight, resources related to the computer. Others show only design changes. Among those who seek to use technology resources for learning the results of the students are positive always, abandoning limits as lack of time and adequate resources or environments, in this sense the teachers say what changes are necessary to implement strategies for teaching / learning incorporate digital technologies. These results provide us with a sample of how our master is contributing to the quality of training and practice of teachers trained here, and also shed light on the importance of training teachers to use new technologies. Collaboratively with the objectives of the project of Education bring in the analysis of in-depth interviews, which allow information to analyze the impact of training and practice of master teachers to improve the quality of basic education.