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: Roza, Jiani Cardoso da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: 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
• Link de acesso: http://repositorio.ufsm.br/handle/1/19485

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.