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Integração das TIC nas práticas profissionais docentes: meta-análise de planos de formação contínua entre 2014 e 2019
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Advisor(s)
Abstract(s)
A emergência da Sociedade do Conhecimento e das Tecnologias da Informação e
Comunicação conduziram a um novo paradigma na educação, nomeadamente no que diz
respeito ao papel do professor/educador, em que é necessária uma maior articulação entre os
contextos de ensino e as culturas que se desenvolvem fora do contexto escolar. Ou seja, numa
época de aprendizagem invisível e de fluidez, cada vez mais o recurso às tecnologias e
plataformas digitais, aos ambientes virtuais de aprendizagem e às redes sociais se torna uma
realidade incontornável, o que vem recomendar a formação dos docentes nessas temáticas e
a reflexão sobre o papel dessa formação no processo pedagógico. Neste contexto, os Centros
de Formação de Associação de Escolas, criados em 1992, com uma organização inédita, em
termos europeus, vieram proporcionar uma formação contínua mais próxima das
preocupações dos professores e das escolas, incluindo nas referidas temáticas. A presente
investigação tem, portanto, como finalidade principal mapear a integração, em Portugal, das
TIC na formação contínua de professores.
A nível metodológico, trata-se de um estudo exploratório, de cariz descritivo e índole
meta-analítica, de natureza mista, conciliando uma abordagem quantitativa e qualitativa.
Neste âmbito, como instrumento analítico-metodológico adotou-se o MAECC®, isto é, o
Meta-modelo de Análise e Exploração do Conhecimento Científico®, sustentado pela análise
documental e a análise de conteúdo.
O mapeamento resultante do estudo permitiu identificar em três Centros de Formação
de Associação de Escolas, durante o período de 2014 a 2019, num universo de 476 formações,
137 planos de formação TIC, incluindo cursos, oficinas e ações de curta duração, incidindo
nas principais áreas de atuação profissional dos docentes. Paralelamente, foi identificada uma
diminuição generalizada do número desses planos de formação por ano direcionados para as
Tecnologias da Informação e Comunicação.
Em suma, a meta-análise efetuada aponta no sentido de se estar em presença de
formação docente com um enorme potencial e atualidade, pelo que defendemos a
continuidade da investigação, o que permitirá, entre outros aspetos, confirmar ou refutar, na
formação futura, os padrões identificados e as tendências emergentes.
The emergence of both the Knowledge Society and the Information and Communication Technologies (ICT) has led to a new paradigm in education, namely with regard to the role of the teacher/educator, in which a greater articulation between teaching contexts and cultures developed outside the school context is needed. That is, in an age of invisible and fluid learning, ever more the use of digital technologies and platforms, virtual learning environments and social networks becomes an unavoidable reality, recommending the training of teachers in these themes and the reflection on the role of this training in the pedagogical process. In this context, the Training Centres of the Association of Schools (Centros de Formação de Associação de Escolas - CFAE), created in 1992, with a unique organization, in European terms, have come to provide continuous training closer to the concerns of teachers and schools, including in those themes. The main purpose of this research, therefore, is to map the integration, in Portugal, of ICT in the continuous training of teacher. At the methodological level, it is an exploratory study, of a descriptive, metaanalytical and mixed nature, combining a quantitative and a qualitative approach. In this context, the Meta-model of Analysis and Exploration of Scientific Knowledge® (MAECC®) was adopted as an analytical-methodological tool, supported by document and content analysis. The mapping resulting from the study made it possible to identify in three Training Centres of the Association of Portuguese Schools, from 2014 to 2019, in a universe of 476 trainings, 137 ICT training plans, including courses, workshops and short-term actions, focusing on the main teachers’ areas of professional practice. It was also possible to map a general decrease in the number of such training plans per year, namely with regard to Information and Communication Technologies. In short, the meta-analysis carried out points to the potential and current importance of such teacher training, suggesting that further research, which will allow, among other aspects, to confirm or refute, in future training, the patterns identified and the emerging trends.
The emergence of both the Knowledge Society and the Information and Communication Technologies (ICT) has led to a new paradigm in education, namely with regard to the role of the teacher/educator, in which a greater articulation between teaching contexts and cultures developed outside the school context is needed. That is, in an age of invisible and fluid learning, ever more the use of digital technologies and platforms, virtual learning environments and social networks becomes an unavoidable reality, recommending the training of teachers in these themes and the reflection on the role of this training in the pedagogical process. In this context, the Training Centres of the Association of Schools (Centros de Formação de Associação de Escolas - CFAE), created in 1992, with a unique organization, in European terms, have come to provide continuous training closer to the concerns of teachers and schools, including in those themes. The main purpose of this research, therefore, is to map the integration, in Portugal, of ICT in the continuous training of teacher. At the methodological level, it is an exploratory study, of a descriptive, metaanalytical and mixed nature, combining a quantitative and a qualitative approach. In this context, the Meta-model of Analysis and Exploration of Scientific Knowledge® (MAECC®) was adopted as an analytical-methodological tool, supported by document and content analysis. The mapping resulting from the study made it possible to identify in three Training Centres of the Association of Portuguese Schools, from 2014 to 2019, in a universe of 476 trainings, 137 ICT training plans, including courses, workshops and short-term actions, focusing on the main teachers’ areas of professional practice. It was also possible to map a general decrease in the number of such training plans per year, namely with regard to Information and Communication Technologies. In short, the meta-analysis carried out points to the potential and current importance of such teacher training, suggesting that further research, which will allow, among other aspects, to confirm or refute, in future training, the patterns identified and the emerging trends.
Description
Keywords
Formação contínua Formação de professores Práticas docentes Tecnologia da informação e comunicação Centros de formação Escola Portugal Continuous teacher training Teaching practices ICT CFAE MAECC®
Citation
Almeida, Maria de Fátima de Sousa Avelar Moura de - Integração das TIC nas práticas profissionais docentes [Em linha]: meta-análise de planos de formação contínua entre 2014 e 2019. [S.l.]: [s.n.], 2021. 151 p.