As tecnologias da informação e comunicação e a formação do professor de geografia

Detalhes bibliográficos
Ano de defesa: 2010
Autor(a) principal: Dias, Claudionor Henrique
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Uberlândia
BR
Programa de Pós-graduação em Geografia
Ciências Humanas
UFU
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: https://repositorio.ufu.br/handle/123456789/16111
https://doi.org/10.14393/ufu.di.2010.17
Resumo: This work had as its objective to evaluate the initial Geography s teacher education on the use of Communication and Information Technologies for the practice of teaching. In the research we had chosen two pioneering institutions in training teachers of Geography in Goiás: the Universidade Federal de Goiás (Goiânia) and Universidade Estadual (Anápolis). The methodology used was the interview with the Teacher educators and questionnaires for teachers in training. The data were analyzed looking for theoretical references which supported this work. Participants were voluntary and signed the Termo Consentimento de Livre Esclarecido, accepted with the project by the Ethics Committee of Universidade Federal de Uberlândia. Inside the work there are information about the terms technical and technology in order to understand the ownership of these concepts in the practice of teaching and teacher educator of and the teachers in training as well as possible ramifications of these concepts in teaching practice in the classroom in basic education. From the analysis of the results, it is observed that teachers in training are similar to those considered digital natives who easily handle these new technological resources. They seek ways theoretical and methodological for CIT in their future practice of teaching in basic education. The results also indicate that the use of the CITs facilitated the work of teachers and also promote the acceleration of time of the class, over the abusive use of copy. The ways of CITs is heavily dependent on the acceptance of the teacher educator to change their teaching in the classroom, since the undergraduate students and future teachers of basic education already incorporate them in their daily profession.