Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Palavras-chave em Espanhol: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19076 |
Resumo: | This master’s dissertation is linked to the Research Line "Teaching, Knowledge and Professional Development" – Postgraduate Program in Education (PPGE), Federal University of Santa Maria (UFSM) and the Study Group on Education in Digital Culture and Formation Networks (GPKosmos). It presents as a general objective "to understand how teacher’s formers and teachers in initial formation perceive the integration between face-to-face teaching and Virtual Learning Environment (AVA), in this case AVA MOODLE (Modular Object-Oriented Dynamic Learning Environment)." The research theme articulates three referential concepts: Initial teacher formation, virtual learning environment and Blended Learning (BL) - hybrid or combined learning system. The population covered professors and students of the undergraduate courses of the UFSM, having cut in the Full Degree in Pedagogy, face-to-face, night time, established in the Education Center (CE). This is research in education with qualitative and descriptive approach and discursive textual analysis (DTA). The search of the information with the protagonists was done through an online questionnaire, of the Google Form type, with questions translated and used by EDUCAUSE Center for Analysis and Research, being that the type of form adopted facilitated the treatment of the information, triangulated later in the ATD. With the results, it is postulated the importance of answer the actual demands of initial teachers’ formation mediated by educational technologies, especially regarding the search for new university pedagogies, highlighting the contributions of the Blended Learning System as a possibility of qualification of the formative process. The theoretical study and the studied reality, demonstrated that the teaching strategies used in the BL compromise the students with the previous preparation of the class contents, reserving the time and the space presences for dialogic and cooperative activities, expanding the universe of the student experience in the context of initial teachers’ formation. |
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network_name_str |
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spelling |
2019-11-29T15:05:39Z2019-11-29T15:05:39Z2019-07-26http://repositorio.ufsm.br/handle/1/19076This master’s dissertation is linked to the Research Line "Teaching, Knowledge and Professional Development" – Postgraduate Program in Education (PPGE), Federal University of Santa Maria (UFSM) and the Study Group on Education in Digital Culture and Formation Networks (GPKosmos). It presents as a general objective "to understand how teacher’s formers and teachers in initial formation perceive the integration between face-to-face teaching and Virtual Learning Environment (AVA), in this case AVA MOODLE (Modular Object-Oriented Dynamic Learning Environment)." The research theme articulates three referential concepts: Initial teacher formation, virtual learning environment and Blended Learning (BL) - hybrid or combined learning system. The population covered professors and students of the undergraduate courses of the UFSM, having cut in the Full Degree in Pedagogy, face-to-face, night time, established in the Education Center (CE). This is research in education with qualitative and descriptive approach and discursive textual analysis (DTA). The search of the information with the protagonists was done through an online questionnaire, of the Google Form type, with questions translated and used by EDUCAUSE Center for Analysis and Research, being that the type of form adopted facilitated the treatment of the information, triangulated later in the ATD. With the results, it is postulated the importance of answer the actual demands of initial teachers’ formation mediated by educational technologies, especially regarding the search for new university pedagogies, highlighting the contributions of the Blended Learning System as a possibility of qualification of the formative process. The theoretical study and the studied reality, demonstrated that the teaching strategies used in the BL compromise the students with the previous preparation of the class contents, reserving the time and the space presences for dialogic and cooperative activities, expanding the universe of the student experience in the context of initial teachers’ formation.Esta tesis de maestría está vinculada a la Línea de Investigación "Enseñanza, Conocimiento y Desarrollo Profesional" - Programa de Postgrado en Educación (PPGE), Universidad Federal de Santa María (UFSM) y el Grupo de Estudio sobre Educación en Cultura Digital y Redes de Formación (GPKosmos). Se presenta como objetivo general "para comprender cómo los formadores de maestros y los maestros en formación inicial perciben la integración entre la enseñanza presencial y el ambiente de aprendizaje virtual (AVA), en este caso AVA MOODLE (Ambiente de aprendizaje dinámico modular orientado a objetos). " El tema de investigación articula tres conceptos referenciales: formación inicial del profesorado, entorno de aprendizaje virtual y Blended Learning (BL): modalidad de aprendizaje híbrida o combinada. La población abarcó profesores y estudiantes de los cursos de pregrado de la UFSM, acontándose a la Licenciatura en Pedagogía, presencial vespertina ofrecida, establecida en el Centro de Educación (CE). Se trata de una investigación en educación con enfoque cualitativo y descriptivo y análisis textual discursivo (DTA). La recogida de información con los protagonistas se realizó através de un cuestionario en línea, del tipo Google Form, con las preguntas traducidas y utilizadas por el Centro de Análisis e Investigación EDUCAUSE, ya que el tipo de formulario adoptado facilitó el tratamiento de la información, triangulado posteriormente en el ATD. Con los resultados, se postula la importancia de responder a las demandas reales de la formación inicial de docentes mediada por las tecnologías educativas, especialmente en lo que respecta a la búsqueda de nuevas pedagogías universitarias, destacando las contribuciones de la modalidad Blended Learning como una posibilidad de valoración del proceso formativo. El estudio teórico y la realidad estudiada demostraron que las estrategias de enseñanza utilizadas en la BL comprometen a los estudiantes con la preparación previa de los contenidos de la clase, reservando el tiempo y las presencias espaciales para actividades dialógicas y cooperativas, expandiendo el universo de la experiencia del estudiante en El contexto de la formación docente inicial.Esta Dissertação de Mestrado vincula-se à Linha de pesquisa “Docência, saberes e desenvolvimento profissional” - Programa de Pós-Graduação em Educação (PPGE), Universidade Federal de Santa Maria (UFSM) e ao Grupo de Estudos sobre Educação na Cultura Digital e Redes de Formação (GPKosmos). Apresenta como objetivo geral “compreender como os docentes formadores e os professores em formação inicial percebem a integração entre ensino presencial e Ambiente Virtual de Aprendizagem (AVA), neste caso o AVA MOODLE (Modular Object- Oriented Dynamic Learning Environment)”. A temática de pesquisa articula três conceitos referenciais: formação inicial de Professores, ambiente virtual de aprendizagem e Blended Learning (BL) - sistema de aprendizagem híbrida ou combinada. A população abrangeu professores e estudantes dos cursos presenciais de licenciatura da UFSM, tendo recorte na Licenciatura Plena em Pedagogia, presencial, noturno, estabelecido no Centro de Educação (CE). Trata-se de pesquisa em educação com abordagem descritiva qualitativa e análise textual discursiva (ATD). A busca das informações junto aos protagonistas se deu por meio de questionário online, do tipo Google Formulário, com questões traduzidas e uso cedido pelo EDUCAUSE Center for Analysis and Research, sendo que o tipo de formulário adotado facilitou o tratamento das informações, trianguladas posteriormente na ATD. Com os resultados, postula-se a importância de responder às demandas atuais da formação inicial de professores mediadas pelas tecnologias educacionais, principalmente no que tange à busca de novas pedagogias universitárias, destacando-se as contribuições do Sistema Blended Learning como possibilidade de qualificação do processo formativo. O estudo teórico e a realidade estudada demonstraram que as estratégias de ensino utilizadas no BL comprometem os estudantes com a preparação prévia dos conteúdos de aula, reservando-se o tempo/espaço presencial para atividades dialógicas e cooperativas e ampliando o universo da experiência discente no contexto da formação inicial de professores.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAmbiente virtual de aprendizagemFormação inicial de professoresTecnologias educacionaisBlended learningVirtual learning environmentInitial teachers formationEducational technologiesAmbiente de aprendizaje virtualAprendizaje híbrida o combinadaFormación inicial de profesoresTecnologías educativasCNPQ::CIENCIAS HUMANAS::EDUCACAOFormação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagemInitial teacher formation with a focus on the Blended Learning system in a virtual learning environmentFormación inicial de profesores con enfoque en el sistema Blended Learning en ambiente virtual de aprendizajeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisVeiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468Astudillo, Mario Vásquezhttps://orcid.org/0000-0003-3665-1123Morgado, Erla Mariela Moraleshttps://orcid.org/0000-0001-5447-8251Oliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085http://lattes.cnpq.br/3488970627432421Dominguez, Fabiane da Rosa70080000000660057408893-ea61-4132-abfd-bd23acf608b4b4c23cb2-1bf0-4129-8c67-66ff9652f0ca341b003b-202c-41ae-acf6-91f275667fffeee1e222-893c-4f38-ba8a-3fefdc78ce7aa5834c07-3c92-4640-b2f6-2acb6878729freponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2019_DOMINGUEZ_SILVA _FABIANE.pdfDIS_PPGEDUCACAO_2019_DOMINGUEZ_SILVA _FABIANE.pdfDissertação de Mestradoapplication/pdf4028076http://repositorio.ufsm.br/bitstream/1/19076/1/DIS_PPGEDUCACAO_2019_DOMINGUEZ_SILVA%20_FABIANE.pdfd07704ed887b118f6f4bb4615d4ac650MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
dc.title.alternative.eng.fl_str_mv |
Initial teacher formation with a focus on the Blended Learning system in a virtual learning environment |
dc.title.alternative.spa.fl_str_mv |
Formación inicial de profesores con enfoque en el sistema Blended Learning en ambiente virtual de aprendizaje |
title |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
spellingShingle |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem Dominguez, Fabiane da Rosa Ambiente virtual de aprendizagem Formação inicial de professores Tecnologias educacionais Blended learning Virtual learning environment Initial teachers formation Educational technologies Ambiente de aprendizaje virtual Aprendizaje híbrida o combinada Formación inicial de profesores Tecnologías educativas CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
title_full |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
title_fullStr |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
title_full_unstemmed |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
title_sort |
Formação inicial de professores com enfoque no sistema Blended Learning em ambiente virtual de aprendizagem |
author |
Dominguez, Fabiane da Rosa |
author_facet |
Dominguez, Fabiane da Rosa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Veiga, Adriana Moreira da Rocha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9245252793422468 |
dc.contributor.advisor-co1.fl_str_mv |
Astudillo, Mario Vásquez |
dc.contributor.advisor-co1Lattes.fl_str_mv |
https://orcid.org/0000-0003-3665-1123 |
dc.contributor.referee1.fl_str_mv |
Morgado, Erla Mariela Morales |
dc.contributor.referee1Lattes.fl_str_mv |
https://orcid.org/0000-0001-5447-8251 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3488970627432421 |
dc.contributor.author.fl_str_mv |
Dominguez, Fabiane da Rosa |
contributor_str_mv |
Veiga, Adriana Moreira da Rocha Astudillo, Mario Vásquez Morgado, Erla Mariela Morales Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
Ambiente virtual de aprendizagem Formação inicial de professores Tecnologias educacionais |
topic |
Ambiente virtual de aprendizagem Formação inicial de professores Tecnologias educacionais Blended learning Virtual learning environment Initial teachers formation Educational technologies Ambiente de aprendizaje virtual Aprendizaje híbrida o combinada Formación inicial de profesores Tecnologías educativas CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Blended learning Virtual learning environment Initial teachers formation Educational technologies |
dc.subject.spa.fl_str_mv |
Ambiente de aprendizaje virtual Aprendizaje híbrida o combinada Formación inicial de profesores Tecnologías educativas |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This master’s dissertation is linked to the Research Line "Teaching, Knowledge and Professional Development" – Postgraduate Program in Education (PPGE), Federal University of Santa Maria (UFSM) and the Study Group on Education in Digital Culture and Formation Networks (GPKosmos). It presents as a general objective "to understand how teacher’s formers and teachers in initial formation perceive the integration between face-to-face teaching and Virtual Learning Environment (AVA), in this case AVA MOODLE (Modular Object-Oriented Dynamic Learning Environment)." The research theme articulates three referential concepts: Initial teacher formation, virtual learning environment and Blended Learning (BL) - hybrid or combined learning system. The population covered professors and students of the undergraduate courses of the UFSM, having cut in the Full Degree in Pedagogy, face-to-face, night time, established in the Education Center (CE). This is research in education with qualitative and descriptive approach and discursive textual analysis (DTA). The search of the information with the protagonists was done through an online questionnaire, of the Google Form type, with questions translated and used by EDUCAUSE Center for Analysis and Research, being that the type of form adopted facilitated the treatment of the information, triangulated later in the ATD. With the results, it is postulated the importance of answer the actual demands of initial teachers’ formation mediated by educational technologies, especially regarding the search for new university pedagogies, highlighting the contributions of the Blended Learning System as a possibility of qualification of the formative process. The theoretical study and the studied reality, demonstrated that the teaching strategies used in the BL compromise the students with the previous preparation of the class contents, reserving the time and the space presences for dialogic and cooperative activities, expanding the universe of the student experience in the context of initial teachers’ formation. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-11-29T15:05:39Z |
dc.date.available.fl_str_mv |
2019-11-29T15:05:39Z |
dc.date.issued.fl_str_mv |
2019-07-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/19076 |
url |
http://repositorio.ufsm.br/handle/1/19076 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
dc.relation.authority.fl_str_mv |
57408893-ea61-4132-abfd-bd23acf608b4 b4c23cb2-1bf0-4129-8c67-66ff9652f0ca 341b003b-202c-41ae-acf6-91f275667fff eee1e222-893c-4f38-ba8a-3fefdc78ce7a a5834c07-3c92-4640-b2f6-2acb6878729f |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.source.none.fl_str_mv |
reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Manancial - Repositório Digital da UFSM |
collection |
Manancial - Repositório Digital da UFSM |
bitstream.url.fl_str_mv |
http://repositorio.ufsm.br/bitstream/1/19076/1/DIS_PPGEDUCACAO_2019_DOMINGUEZ_SILVA%20_FABIANE.pdf http://repositorio.ufsm.br/bitstream/1/19076/2/license_rdf http://repositorio.ufsm.br/bitstream/1/19076/3/license.txt http://repositorio.ufsm.br/bitstream/1/19076/4/DIS_PPGEDUCACAO_2019_DOMINGUEZ_SILVA%20_FABIANE.pdf.txt http://repositorio.ufsm.br/bitstream/1/19076/5/DIS_PPGEDUCACAO_2019_DOMINGUEZ_SILVA%20_FABIANE.pdf.jpg |
bitstream.checksum.fl_str_mv |
d07704ed887b118f6f4bb4615d4ac650 4460e5956bc1d1639be9ae6146a50347 2f0571ecee68693bd5cd3f17c1e075df 2209c07c97b92170ced47a0b42ffd578 f41669a41b7663e64f31fba788e950ed |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
|
_version_ |
1794524395473993728 |