Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Modelski, Daiane |
| Orientador(a): |
Giraffa, Lucia Maria Martins |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Escola de Humanidades
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/9728
|
Resumo: |
The contemporary, specially the COViD-19 pandemy context, has generated several emergencies and challenges for the educational ecosystem, especially about continuing teacher education. We live in a digital world, with a digital culture established, and digital education is needed. Therefore, the emerging problem is to assist teachers who work in educational institutions, to develop these new skills associated with digital intelligence. Moreover, we need teacher education spaces in different formats, thus creating another challenge/opportunity for managers who work in primary education institutions to improve their students' training and boost the school innovation process. Continuing teacher education takes place in different ways, according to the pedagogical proposal of each institution. However, if we consider it as a space for experimentation, as proposed in this study, it allows strategic thinking as, for example, planned spaces that allow the implementation of pilot methodological proposals and the sharing of experiences. In this context, this research sought to answer the following question: "What actions should be strategically considered, by the School, to create and establish pedagogical experimentation spaces in order to assist teachers to create/test pedagogical practices from face2face to remote classes? The investigation is characterized as a qualitative approach, using action research as a procedure, which is carried out in the researcher's narrative, identifying essential elements in continuing teacher education in service. The subjects were Elementary School and High School teachers from a private primary education school in Porto Alegre, which seeks to implement changes in the scope of innovative pedagogical practices. As the main result of this investigation, we provide elements for elaborating reference structures in continuing teacher education that foster the development of skills related to teaching in the context of cyberculture. |
