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Publication
e-Learning e formação profissional: cenários e estratégias didáticas para o ensino de língua inglesa (LE/L2)
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| 12.27 MB | Adobe PDF |
Abstract(s)
Em pleno século XXI, as tecnologias digitais trouxeram uma nova forma de pensar
a formação profissional. A pandemia de Covid-19, que chegou a Portugal no início
de 2020, obrigou as entidades formadoras a descobrirem novas formas de trabalho,
socorrendo-se de ferramentas online que permitissem dar continuidade à sua
atividade até então, maioritariamente, presencial. Neste contexto, a Formação a
Distância (FaD) alterou os paradigmas e incitou a uma nova relação entre o
conhecimento e os indivíduos que reconhecem os desafios da cultura digital e a
necessidade de aprender a aprender. Este trabalho de investigação levado a cabo
no Instituto do Emprego e Formação Profissional, IP (IEFP) promove uma
discussão acerca desse tipo de ensino, tendo como principal objetivo criar e
implementar um modelo didático para o ensino de língua inglesa na formação
profissional a distância (MDFP@) que possibilite aos jovens e adultos
desenvolverem as competências comunicativas e digitais. A questão central de
investigação é “como estruturar um modelo didático em e-Learning para o ensino
da língua inglesa na formação profissional a distância?”. A metodologia utilizada
pressupõe uma abordagem qualitativa e quantitativa, utilizando a Metodologia de
Desenvolvimento (Development Research) estruturada em três etapas:
Investigação Preliminar, Inserção Teórica e Testagem Empírica. Por fim,
apresenta-se a análise e reflexão sobre o processo e resultados. Pretende-se
avaliar todas as fases do modelo para expor, a posteriori, cenários e estratégias
didáticas para o ensino de língua inglesa na formação profissional a distância. Os
formadores são o principal público-alvo deste trabalho de investigação. Através de
toda a investigação realizada, conclui-se que os cenários e as estratégias didáticas
para o ensino de língua inglesa a distância mais adequados contemplam um
modelo didático pedagógico estruturado na seleção e organização de conteúdos,
na formulação de objetivos e competências, na elaboração do instructional design
personalizado e com diversos estilos e formatos na utilização de conteúdos digitais,
no recurso a diferentes estratégias de comunicação síncrona e assíncrona e na
avaliação ao longo do percurso formativo.
Digital technologies have brought a new way of thinking about vocational training in the 21st century. Since The Covid-19 pandemic reached Portugal in early 2020, it forced training institutions to discover new ways of working, using online tools that would allow them to continue their activity, which was, until then, mostly face-toface. In this context, Distance Learning (FaD) has changed the paradigms and encouraged a new relationship between knowledge and individuals who recognize the challenges of digital culture and the need to learn how to learn. This research work carried out at Instituto do Emprego e Formação Profissional, IP (IEFP) promotes a discussion about this kind of teaching, having as a main goal to present a didactic model for English language teaching in distance vocational training (MDFP@) that enables young people and adults to develop communicative and digital competences. The central research question is "how to structure a teaching model in e-Learning for the teaching of English language in distance professional training?". The methodology used presupposes a qualitative and quantitative approach, using the Development Research Methodology structured in three stages: Preliminary Research, Theoretical Insertion and Empirical Testing. Finally, the analysis and reflection on the process and results are presented. The goal is to evaluate all the stages of the model to later propose scenarios and didactic strategies for English language teaching in distance vocational training. The trainers are the main target audience of this research work. Through this research, we conclude that the most adequate scenarios and strategies for distance English language teaching contemplate a pedagogical didactic model structured in the selection and organization of contents, in the formulation of objectives and competences, in the elaboration of personalized instructional design with different styles and formats in the use of digital contents, in the use of different synchronous and asynchronous communication strategies, and in evaluation throughout the training course.
Digital technologies have brought a new way of thinking about vocational training in the 21st century. Since The Covid-19 pandemic reached Portugal in early 2020, it forced training institutions to discover new ways of working, using online tools that would allow them to continue their activity, which was, until then, mostly face-toface. In this context, Distance Learning (FaD) has changed the paradigms and encouraged a new relationship between knowledge and individuals who recognize the challenges of digital culture and the need to learn how to learn. This research work carried out at Instituto do Emprego e Formação Profissional, IP (IEFP) promotes a discussion about this kind of teaching, having as a main goal to present a didactic model for English language teaching in distance vocational training (MDFP@) that enables young people and adults to develop communicative and digital competences. The central research question is "how to structure a teaching model in e-Learning for the teaching of English language in distance professional training?". The methodology used presupposes a qualitative and quantitative approach, using the Development Research Methodology structured in three stages: Preliminary Research, Theoretical Insertion and Empirical Testing. Finally, the analysis and reflection on the process and results are presented. The goal is to evaluate all the stages of the model to later propose scenarios and didactic strategies for English language teaching in distance vocational training. The trainers are the main target audience of this research work. Through this research, we conclude that the most adequate scenarios and strategies for distance English language teaching contemplate a pedagogical didactic model structured in the selection and organization of contents, in the formulation of objectives and competences, in the elaboration of personalized instructional design with different styles and formats in the use of digital contents, in the use of different synchronous and asynchronous communication strategies, and in evaluation throughout the training course.
Description
Keywords
Formação profissional Ensino a distância e-Learning Didática Competências digitais Língua inglesa Professional training Distance learning e-Learning Didactics Competencies English language
Citation
Silva, Paula Alexandra Valente da - e-Learning e formação profissional [Em linha]: cenários e estratégias didáticas para o ensino de língua inglesa (LE/L2). [S.l.]: [s.n.], [2023]. 328 p.