Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias
Ano de defesa: | 2019 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
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: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/19485 |
Resumo: | This scientific research was developed in the context of the “Formação, Saberes e Desenvolvimento Profissional” Research Line of the Doctoral Program in Education of the Post-Graduation Program in Education of Universidade Federal de Santa Maria, Rio Grande do Sul. It was intended to understand how learning in digital teaching, integrated to the perspective of B-Learning, can promote new pedagogies in teacher’s training for the integration of TIC in Instituto Federal de Educação, in times of digital and technological converge culture. In this sense, the general objective is to investigate how teachers working in Instituto Federal de Educação, Ciência e Tecnologia conceive the construction of learning in digital teaching from the perspective of B-Learning and TPACK in the direction of new pedagogies for TIC teacher’s training. The specific objectives prioritize: to understand how the learning trajectories of the teachers' digital teaching are configured; to acknowledge the pedagogical-technological knowledge developed by teachers, in the IF’s; to identify possible contributions of B-Learning and TPACK to the construction of new pedagogies in the TIC teacher training; recognize the potentialities of B-Learning and TPACK as elements that propel the digital pedagogical environment. The theoretical-conceptual contributions are diversified due to the integration of research between education and educational technologies, and are anchored in authors such as Graham (2006), Koehler and Mishra (2009), Christensen, Horn and Staker (2013), Lévy (1999, 2011), Jenkins (2009), Imbernón (2009), Tardif (2014), Shulman (1986) among others. In this research, a qualitative approach and methodological strategy of the case study type, used the exploratory questionnaire and narrative interviews. The triangulation of the produced data was explained by Narrative Analysis, with the aid of the NVIVO tool. The research scenario is the Instituto Federal Farroupilha and the research subjects are the teachers who work in this institution. An analysis of the data evidenced by the teachers presenting some technological skills and some fundamental concepts (notions of internet and general-purpose applications) already internalized, previously acquired and entered in the institution. However, this technological identified fluency exposes the need of the teachers to take advantage of the potential of the resources and technological devices, in a pedagogical perspective to make the students learn with the technology. Furthermore, we find that there are teachers who bring with them a path covered in distance education in different spaces and circumstances, which favors a greater incorporation of technology in face-to-face teaching. Most teachers are unaware of B-Learning but are interested in trying new ways of teaching and learning through TIC, since they have been insufficiently addressed in teacher training. The majority of the TIC teacher training courses already provided by teachers were focused on MOODLE learning. Therefore, It was concluded that B-Learning, enriched by the teacher's TPACK, can contribute as a propelling element for the shared learning of new pedagogies in digital culture. The knowledge produced was used in the creation of a framework for the adoption and implementation of B-Learning in digital teaching, serving as a guide for the configuration of a blended teacher education in technologies. |
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2020-02-05T12:51:42Z2020-02-05T12:51:42Z2019-08-15http://repositorio.ufsm.br/handle/1/19485This scientific research was developed in the context of the “Formação, Saberes e Desenvolvimento Profissional” Research Line of the Doctoral Program in Education of the Post-Graduation Program in Education of Universidade Federal de Santa Maria, Rio Grande do Sul. It was intended to understand how learning in digital teaching, integrated to the perspective of B-Learning, can promote new pedagogies in teacher’s training for the integration of TIC in Instituto Federal de Educação, in times of digital and technological converge culture. In this sense, the general objective is to investigate how teachers working in Instituto Federal de Educação, Ciência e Tecnologia conceive the construction of learning in digital teaching from the perspective of B-Learning and TPACK in the direction of new pedagogies for TIC teacher’s training. The specific objectives prioritize: to understand how the learning trajectories of the teachers' digital teaching are configured; to acknowledge the pedagogical-technological knowledge developed by teachers, in the IF’s; to identify possible contributions of B-Learning and TPACK to the construction of new pedagogies in the TIC teacher training; recognize the potentialities of B-Learning and TPACK as elements that propel the digital pedagogical environment. The theoretical-conceptual contributions are diversified due to the integration of research between education and educational technologies, and are anchored in authors such as Graham (2006), Koehler and Mishra (2009), Christensen, Horn and Staker (2013), Lévy (1999, 2011), Jenkins (2009), Imbernón (2009), Tardif (2014), Shulman (1986) among others. In this research, a qualitative approach and methodological strategy of the case study type, used the exploratory questionnaire and narrative interviews. The triangulation of the produced data was explained by Narrative Analysis, with the aid of the NVIVO tool. The research scenario is the Instituto Federal Farroupilha and the research subjects are the teachers who work in this institution. An analysis of the data evidenced by the teachers presenting some technological skills and some fundamental concepts (notions of internet and general-purpose applications) already internalized, previously acquired and entered in the institution. However, this technological identified fluency exposes the need of the teachers to take advantage of the potential of the resources and technological devices, in a pedagogical perspective to make the students learn with the technology. Furthermore, we find that there are teachers who bring with them a path covered in distance education in different spaces and circumstances, which favors a greater incorporation of technology in face-to-face teaching. Most teachers are unaware of B-Learning but are interested in trying new ways of teaching and learning through TIC, since they have been insufficiently addressed in teacher training. The majority of the TIC teacher training courses already provided by teachers were focused on MOODLE learning. Therefore, It was concluded that B-Learning, enriched by the teacher's TPACK, can contribute as a propelling element for the shared learning of new pedagogies in digital culture. The knowledge produced was used in the creation of a framework for the adoption and implementation of B-Learning in digital teaching, serving as a guide for the configuration of a blended teacher education in technologies.Esta investigação científica foi desenvolvida no contexto da Linha de Pesquisa “Formação, Saberes e Desenvolvimento Profissional”, do curso de Doutorado em Educação, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria, Rio Grande do Sul. Buscou-se compreender de que modo a aprendizagem na/da docência digital, integrada à perspectiva do B-Learning, pode promover novas pedagogias na formação docente para integração das TIC, em um Instituto Federal de Educação, em tempos de Cultura de Convergência Digital e Tecnológica. Nesse sentido, a pesquisa teve como objetivo investigar como os professores, atuantes em um Instituto Federal de Educação Ciência e Tecnologia, concebem a construção da aprendizagem na/da docência digital, a partir da perspectiva do B-Learning e do TPACK, na direção de novas pedagogias para a formação docente em tecnologias. Os objetivos específicos priorizaram: compreender como se configuram as trajetórias de aprendizagem da/na docência digital dos professores; mapear os saberes pedagógico-tecnológicos desenvolvidos pelos docentes; identificar possíveis contribuições do B-Learning e do TPACK para a construção de novas pedagogias na formação docente; reconhecer as potencialidades do B-Learning e do TPACK como elementos propulsores da ambiência pedagógica digital. Os aportes teórico-conceituais foram diversificados, devido à integração da pesquisa entre educação e tecnologias educacionais, e ancoraram-se em autores, como: Graham (2006), Koehler e Mishra (2009), Christensen, Horn e Staker (2013), Lévy (1999, 2011), Jenkins (2009), Imbernón (2009), Tardif (2014), Shulman (1986), entre outros. Nesta pesquisa, de abordagem qualitativa e estratégia metodológica do tipo estudo de caso, utilizaram-se questionário exploratório e entrevistas narrativas. A triangulação dos dados produzidos foi interpretada mediante Análise de Narrativas, com auxílio da ferramenta NVIVO. O cenário investigativo foi o Instituto Federal Farroupilha e os sujeitos da pesquisa foram os professores dessa instituição. A análise dos dados evidenciou que os professores apresentam algumas habilidades tecnológicas e alguns conceitos fundamentais (noções de internet e aplicativos de propósito geral) já internalizados, adquiridos anterior ao ingresso na instituição. Porém, a fluência tecnológica identificada revelou a necessidade dos professores em apropriar-se das potencialidades dos recursos e dispositivos tecnológicos, num viés pedagógico, para fazer com que os alunos aprendam com a tecnologia. Além disso, constatou-se que há professores que trazem consigo um caminho percorrido na educação a distância, em diferentes espaços e circunstâncias, o que favorece uma maior incorporação no ensino presencial. A maior parte dos professores desconhece o B-Learning, mas demonstra interesse em experimentar novas formas de ensinar/aprender por meio das TIC, uma vez que elas têm sido abordadas nas formações docentes de modo insuficiente na instituição. A maioria das formações docentes em TIC já realizadas pelos professores foram voltadas à aprendizagem do MOODLE. Concluiu-se que o B-Learning, enriquecido pelo TPACK do professor, pode contribuir como elemento propulsor à aprendizagem compartilhada de novas pedagogias na cultura digital. Nesse sentido, o conhecimento produzido foi utilizado na criação de um framework para adoção e implementação do B-Learning na docência digital, servindo de guia para a configuração de uma formação docente blended em tecnologias.porUniversidade 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/openAccessFormação docenteSaberes pedagógico-tecnológicosAprendizagem na/da docência digitalBlended learningTPACKTeacher trainingPedagogical-technological knowledgeLearning in the digital teachingCNPQ::CIENCIAS HUMANAS::EDUCACAOAprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogiasLearning in digital teaching in the B-Learning and TPACK perspective in the shared production of new pedagogiesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisVeiga, Adriana Moreira da Rochahttp://lattes.cnpq.br/9245252793422468Orey, Daniel Clarkhttp://lattes.cnpq.br/3262412993549456Rosa, Miltonhttp://lattes.cnpq.br/5977637226430625Oliveira, Marilda Oliveira dehttp://lattes.cnpq.br/7835230852202032Dalla Corte, Marilene Gabrielhttp://lattes.cnpq.br/1554366181630485http://lattes.cnpq.br/7493519768698879Roza, Jiani Cardoso da70080000000660057408893-ea61-4132-abfd-bd23acf608b4f00fa5e9-a2f8-4c73-bc58-60fe320c2638393bd167-1b2a-4de6-910a-e97acdd29757bc54cebe-ee63-4587-96e2-9b6ef49c2e874d15f091-086e-48d7-88d8-edcbc168614f39279efa-fd1c-41ce-a71c-d0e3c8480904reponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALTES_PPGEDUCACAO_2019_ROZA_JIANI.pdfTES_PPGEDUCACAO_2019_ROZA_JIANI.pdfTese de Doutoradoapplication/pdf7686605http://repositorio.ufsm.br/bitstream/1/19485/1/TES_PPGEDUCACAO_2019_ROZA_JIANI.pdf013cb96b67a9a83b6dcfeede0a757cd9MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
dc.title.alternative.eng.fl_str_mv |
Learning in digital teaching in the B-Learning and TPACK perspective in the shared production of new pedagogies |
title |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
spellingShingle |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias Roza, Jiani Cardoso da Formação docente Saberes pedagógico-tecnológicos Aprendizagem na/da docência digital Blended learning TPACK Teacher training Pedagogical-technological knowledge Learning in the digital teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
title_full |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
title_fullStr |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
title_full_unstemmed |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
title_sort |
Aprendizagem na/da docência digital na perspectiva do B-Learning e do TPACK na produção compartilhada de novas pedagogias |
author |
Roza, Jiani Cardoso da |
author_facet |
Roza, Jiani Cardoso da |
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.referee1.fl_str_mv |
Orey, Daniel Clark |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3262412993549456 |
dc.contributor.referee2.fl_str_mv |
Rosa, Milton |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5977637226430625 |
dc.contributor.referee3.fl_str_mv |
Oliveira, Marilda Oliveira de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7835230852202032 |
dc.contributor.referee4.fl_str_mv |
Dalla Corte, Marilene Gabriel |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/1554366181630485 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7493519768698879 |
dc.contributor.author.fl_str_mv |
Roza, Jiani Cardoso da |
contributor_str_mv |
Veiga, Adriana Moreira da Rocha Orey, Daniel Clark Rosa, Milton Oliveira, Marilda Oliveira de Dalla Corte, Marilene Gabriel |
dc.subject.por.fl_str_mv |
Formação docente Saberes pedagógico-tecnológicos Aprendizagem na/da docência digital |
topic |
Formação docente Saberes pedagógico-tecnológicos Aprendizagem na/da docência digital Blended learning TPACK Teacher training Pedagogical-technological knowledge Learning in the digital teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Blended learning TPACK Teacher training Pedagogical-technological knowledge Learning in the digital teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This scientific research was developed in the context of the “Formação, Saberes e Desenvolvimento Profissional” Research Line of the Doctoral Program in Education of the Post-Graduation Program in Education of Universidade Federal de Santa Maria, Rio Grande do Sul. It was intended to understand how learning in digital teaching, integrated to the perspective of B-Learning, can promote new pedagogies in teacher’s training for the integration of TIC in Instituto Federal de Educação, in times of digital and technological converge culture. In this sense, the general objective is to investigate how teachers working in Instituto Federal de Educação, Ciência e Tecnologia conceive the construction of learning in digital teaching from the perspective of B-Learning and TPACK in the direction of new pedagogies for TIC teacher’s training. The specific objectives prioritize: to understand how the learning trajectories of the teachers' digital teaching are configured; to acknowledge the pedagogical-technological knowledge developed by teachers, in the IF’s; to identify possible contributions of B-Learning and TPACK to the construction of new pedagogies in the TIC teacher training; recognize the potentialities of B-Learning and TPACK as elements that propel the digital pedagogical environment. The theoretical-conceptual contributions are diversified due to the integration of research between education and educational technologies, and are anchored in authors such as Graham (2006), Koehler and Mishra (2009), Christensen, Horn and Staker (2013), Lévy (1999, 2011), Jenkins (2009), Imbernón (2009), Tardif (2014), Shulman (1986) among others. In this research, a qualitative approach and methodological strategy of the case study type, used the exploratory questionnaire and narrative interviews. The triangulation of the produced data was explained by Narrative Analysis, with the aid of the NVIVO tool. The research scenario is the Instituto Federal Farroupilha and the research subjects are the teachers who work in this institution. An analysis of the data evidenced by the teachers presenting some technological skills and some fundamental concepts (notions of internet and general-purpose applications) already internalized, previously acquired and entered in the institution. However, this technological identified fluency exposes the need of the teachers to take advantage of the potential of the resources and technological devices, in a pedagogical perspective to make the students learn with the technology. Furthermore, we find that there are teachers who bring with them a path covered in distance education in different spaces and circumstances, which favors a greater incorporation of technology in face-to-face teaching. Most teachers are unaware of B-Learning but are interested in trying new ways of teaching and learning through TIC, since they have been insufficiently addressed in teacher training. The majority of the TIC teacher training courses already provided by teachers were focused on MOODLE learning. Therefore, It was concluded that B-Learning, enriched by the teacher's TPACK, can contribute as a propelling element for the shared learning of new pedagogies in digital culture. The knowledge produced was used in the creation of a framework for the adoption and implementation of B-Learning in digital teaching, serving as a guide for the configuration of a blended teacher education in technologies. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-08-15 |
dc.date.accessioned.fl_str_mv |
2020-02-05T12:51:42Z |
dc.date.available.fl_str_mv |
2020-02-05T12:51:42Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/19485 |
url |
http://repositorio.ufsm.br/handle/1/19485 |
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 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Educação |
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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 |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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