Padrões de competência em TIC para professores

• Ano de defesa: 2021
• Autor(a) principal: Almeida, Diane Santos de
• Orientador(a): Pavão, Ana Cláudia Oliveira
• Banca de defesa: Pavão, Sílvia Maria de Oliveira, Oliveira, Maria Angélica Figueiredo
• 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 Tecnologias Educacionais em Rede
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: Competência; TIC; Formação de professores; Prática docente
• Palavras-chave em Inglês: Competence; ICT; Teacher training; Teaching practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/21250

This study, linked to the research line Management of Educational Technologies in Network, of the Graduate Program in Educational Technologies in Network and the Interdisciplinary Research Group in Education, from the Federal University of Santa Maria, and addresses the theme of the level of knowledge in Information and Communication Technologies of teachers to meet the current needs of students in training. Many national and international documents demarcate the importance of technologies for the social development of a country, especially when considering the contemporary context, which is marked by the accelerated use and development of digital technologies in all sectors of daily life. However, it is known that the educational sector still faces difficulties in making use of technologies and strategies that can support student learning. Thus, the general objective is to investigate the level of knowledge and use of Information and Communication Technologies of teachers in their professional performance for the training of students in meeting the demands of contemporary society. To this end, the methodology involved applied research, with a qualitative approach, of an exploratory descriptive type. The subjects are 18 teachers from two technical courses at a federal institute in the south of the country. For data collection, the questionnaire was used, composed of structured questions, covering three levels of knowledge in Information and Communication Technologies, with six indicators each. The analysis of the results of this investigation was reflective theoretical. The results of this study indicate that most respondents move between the three approaches to knowledge in technologies, literacy, deepening and knowledge creation, with some specificities. Thus, it can be concluded that the master's thesis presented generated as a product the diagnosis of the level of standard of competence in Information and Communication Technologies of teachers, which allows mapping the potentialities and limitations found, in terms of knowledge and use of technologies , in the context of the classroom and points to the need to carry out an action plan that contemplates the inclusion of technology disciplines in teacher training courses, as well as the provision of continuing education courses to those teachers who still have teaching limitations. knowledge on this theme.