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Avaliação das competências e fluência digitais de professores no ensino público médio e fundamental em Portugal
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Abstract(s)
Esta pesquisa procura avaliar as competências e fluência digitais de professores portugueses, posicionando-os num nível de proficiência específico e apontando possíveis respostas formativas em função disso. Metodologicamente, realiza uma abordagem de cariz quantitativo, com ênfase na perceção de 127 professores do Ensino Médio e Fundamental, sobre as suas competências digitais em três dimensões nucleares: competências profissionais, competências pedagógicas e competências dos estudantes. Os resultados permitem concluir que os docentes apresentam, globalmente, um nível de proficiência digital moderado, sendo as dimensões competências pedagógicas e competências dos estudantes as que apresentam valores mais baixos. Verifica-se, também, que as competências relacionadas com as diferentes necessidades dos estudantes apresentam maiores fragilidades e que não existem diferenças estatisticamente significativas entre as variáveis “idade” e “departamento disciplinar” e o nível de competência digital.
This research tries to evaluate the digital competences and fluency of Portuguese teachers, positioning them in a specific level of proficiency and pointing out possible formative responses in function of this. Methodologically, it performs a quantitative approach with an emphasis on the perception of 127 elementary and high school teachers in terms of their digital competences in three core dimensions: professional competences, pedagogic competencies and students’ competences. The results allow inferring that the teachers have, overall, a moderate level of digital proficiency, with the dimensions of pedagogical competencies and students’ competences having the lowest values. It is also verified that competencies that are related to students’ different needs are the ones that present greater weaknesses and that there are no statistically significant differences between the variables “age” and “department” and the level of digital competence. This research tries to evaluate the digital competences and fluency of Portuguese teachers, positioning them in a specific level of proficiency and pointing out possible formative responses in function of this. Methodologically, it performs a quantitative approach with an emphasis on the perception of 127 elementary and high school teachers in terms of their digital competences in three core dimensions: professional competences, pedagogic competences and students’ competences. The results allow inferring that the teachers have, overall, a moderate level of digital proficiency, with the dimensions of pedagogical competences and students’ competences having the lowest values. It is also verified that competences that are related to students’ different needs are the ones that present greater weaknesses and that there are no statistically significant differences between the variables “age” and “department” and the level of digital competence.
This research tries to evaluate the digital competences and fluency of Portuguese teachers, positioning them in a specific level of proficiency and pointing out possible formative responses in function of this. Methodologically, it performs a quantitative approach with an emphasis on the perception of 127 elementary and high school teachers in terms of their digital competences in three core dimensions: professional competences, pedagogic competencies and students’ competences. The results allow inferring that the teachers have, overall, a moderate level of digital proficiency, with the dimensions of pedagogical competencies and students’ competences having the lowest values. It is also verified that competencies that are related to students’ different needs are the ones that present greater weaknesses and that there are no statistically significant differences between the variables “age” and “department” and the level of digital competence. This research tries to evaluate the digital competences and fluency of Portuguese teachers, positioning them in a specific level of proficiency and pointing out possible formative responses in function of this. Methodologically, it performs a quantitative approach with an emphasis on the perception of 127 elementary and high school teachers in terms of their digital competences in three core dimensions: professional competences, pedagogic competences and students’ competences. The results allow inferring that the teachers have, overall, a moderate level of digital proficiency, with the dimensions of pedagogical competences and students’ competences having the lowest values. It is also verified that competences that are related to students’ different needs are the ones that present greater weaknesses and that there are no statistically significant differences between the variables “age” and “department” and the level of digital competence.
Description
Keywords
Tecnologias digitais Fluência digital Competências digitais Formação de professores Digital technologies Digital fluency Digital competencies Teacher training
Citation
DIAS-TRINDADE, Sara, & MOREIRA, J. António (2018). Avaliação das competências e fluência digitais de professores no ensino público médio e fundamental em Portugal. Revista Diálogo Educacional, vol. 18, n.º 58, jul./set.2018, 624-644