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“Microsoft Teams aplicado à docência”: um projeto de formação e inovação pedagógica no ensino básico e secundário
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| 2.69 MB | Adobe PDF |
Authors
Abstract(s)
A adoção de práticas educativas que fomentam competências digitais perspetivadas para o
aluno do século XXI, como membro da sociedade em rede e dotado de caraterísticas de
análise e comunicação, é um requisito tão atual como premente. É neste âmbito que
entendemos que um professor deverá possuir um conjunto de competências, incluindo
digitais, que lhe permita ser um elemento orientador e dinamizador do processo de
ensino/aprendizagem, proporcionando aos seus alunos experiências enriquecedoras,
pragmáticas e necessárias para a sua formação enquanto cidadão tecnologicamente fluente.
Com a passagem ao ensino remoto emergencial, aquando da quarentena, testemunhamos que
parte da comunidade foi envolvida numa experiência de eLearning sem a devida preparação
prévia. Apesar de difícil, e de expor diversas fragilidades, notou-se um grande dinamismo
na superação das dificuldades associadas a tal transição digital. Entre as dificuldades
sentidas, assinalam-se, numa fase de diagnóstico do projeto, o desconhecimento de
ferramentas de eLearning, a falta de acesso a uma rede estável e a inexistência de hábitos de
trabalho online. O nosso projeto teve como objetivos atender às necessidades de formação
que muitos professores então revelaram e dar continuidade à qualificação do corpo docente,
encetada no arquipélago dos Açores, durante a pandemia provocada pela COVID-19,
alinhada com os desígnios da Secretaria Regional de Educação. Adotando a Metodologia de
Projeto, pretendeu-se contribuir para a problemática identificada, e, por tal, responder à
questão “Que práticas formativas e pedagógicas colaborativas podem ser implementadas
com recurso ao eLearning?”, e procedemos ao desenho, planeamento, execução e avaliação
de uma ação de formação para professores do Ensino Básico e Secundário na ilha de São
Miguel, com a finalidade específica de integrar a plataforma Teams nas suas práticas letivas.
Com base nos resultados positivos obtidos, é possível concluir que o nosso projeto contribuiu
para a atualização docente, nomeadamente numa ótica de formação integradora, colaborativa
e contínua, não apenas em aspetos técnicos e tecnológicos, mas igualmente pedagógicos.
The adoption of educational practices that foster digital skills for the 21st century student, as a member of the networked society, endowed with analytical and communication attributes, is a requirement as current as urgent. In this context, we understand that teachers must have a set of skills, including digital competences, allowing them to be a guiding and dynamic element in the teaching/learning process, providing their students with enriching, pragmatic and necessary experiences for their education as technologically fluent citizens. With the transition to emergency remote teaching, during the quarantine, we witnessed that part of the community was involved in an eLearning experience without the proper prior preparation. Despite being difficult, and exposing several weaknesses, a great dynamism was noted in overcoming the difficulties associated with such a digital transition. Among the difficulties felt, in a diagnostic phase of the project, the following were prominent: the lack of knowledge of eLearning tools, the lack of access to a stable network, and the inexistence of online work habits. Our project aimed to meet the training needs that many teachers then revealed, and to maintain the qualification of the teaching staff, initiated in the Azores archipelago, during the pandemic caused by COVID-19, in line with the intentions of the Regional Education Department. Adopting the Project Methodology, we addressed the question "What collaborative training and pedagogical practices can be implemented using eLearning?", and we proceeded with the design, planning, execution and evaluation of a training action for Basic Education and Secondary school teachers on the island of São Miguel, with the specific purpose of integrating the platform Teams in their teaching practices. Based on the positive results obtained, it is possible to conclude that our project contributed to the upskilling of teachers, namely from a perspective of an integrative, collaborative and continuous training, in technical, technological and pedagogical aspects.
The adoption of educational practices that foster digital skills for the 21st century student, as a member of the networked society, endowed with analytical and communication attributes, is a requirement as current as urgent. In this context, we understand that teachers must have a set of skills, including digital competences, allowing them to be a guiding and dynamic element in the teaching/learning process, providing their students with enriching, pragmatic and necessary experiences for their education as technologically fluent citizens. With the transition to emergency remote teaching, during the quarantine, we witnessed that part of the community was involved in an eLearning experience without the proper prior preparation. Despite being difficult, and exposing several weaknesses, a great dynamism was noted in overcoming the difficulties associated with such a digital transition. Among the difficulties felt, in a diagnostic phase of the project, the following were prominent: the lack of knowledge of eLearning tools, the lack of access to a stable network, and the inexistence of online work habits. Our project aimed to meet the training needs that many teachers then revealed, and to maintain the qualification of the teaching staff, initiated in the Azores archipelago, during the pandemic caused by COVID-19, in line with the intentions of the Regional Education Department. Adopting the Project Methodology, we addressed the question "What collaborative training and pedagogical practices can be implemented using eLearning?", and we proceeded with the design, planning, execution and evaluation of a training action for Basic Education and Secondary school teachers on the island of São Miguel, with the specific purpose of integrating the platform Teams in their teaching practices. Based on the positive results obtained, it is possible to conclude that our project contributed to the upskilling of teachers, namely from a perspective of an integrative, collaborative and continuous training, in technical, technological and pedagogical aspects.
Description
Keywords
Formação de professores Intervenção educativa Ensino básico Ensino secundário COVID-19 Blearning Açores Teacher training Educational and Pedagogical Intervention Project Basic and secondary education Autonomous Region of the Azores (Portugal) Blended learning
Pedagogical Context
Citation
Costa, Luís Filipe de Amaral - “Microsoft Teams aplicado à docência” [Em linha]: um projeto de formação e inovação pedagógica no ensino básico e secundário. [S.l.]: [s.n.], 2021. 182 p.