Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
MELO, Rosilene Borges Gaspar de
 |
| Orientador(a): |
JÓFILI, Zélia Maria Soares |
| Banca de defesa: |
ALBUQUERQUE, José de Lima,
PINHO, Marco Aurélio Benevides de |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Tecnologia e Gestão em Educação a Distância
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9268
|
Resumo: |
The IESM (Instituto de Ensino Superior Múltiplo) in Timon - MA, has been trying to adapt its teacher education plan from the face-to-face modality to the distance learning format. This research consists of a qualitative and quantitative investigation seeking to: (a) identify the training / updating needs of IESM teachers and their difficulties in using technological resources and the Moodle Platform; (b) sensitize teachers to the need to update their technological resources; (c) develop a training and qualification course for the pedagogical updating of teachers via the Moodle Platform and (d) evaluate the performance of qualified teachers through technological resources in the context of the classroom. The theoretical framework was developed based on authors such as Gatti (2019) Lévy (1999), Moran (2018) Valente (2015), among others. The methodology used was a qualitative research, which implies greater contact with the subjects to be investigated. The work was developed from the case study, which allows a deep analysis of the phenomenon to be investigated (TRIVIÑOS, 1987). For field data collection, questionnaires with ten open and closed questions were applied to the study's interlocutors subjects, who are experienced professors at the Faculty and their students. The results point to the teachers' claim to participate in courses related to digital platforms, which demonstrates their acceptance of the importance of technologies for teaching practice, in the sense of enabling pedagogical innovations. Thus, the experience of this group of teachers in training courses in the EaD format was very positive, given that they were very satisfied with the proposal, emphasizing that it was well planned and oriented. Regarding students, they demonstrate acceptance for the distance education format, but, at the same time, they signaled the need for better service by tutors. |
