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Mapeamento da literatura sobre competências digitais do professor: tendências em progresso
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Authors
Advisor(s)
Abstract(s)
Este artigo tem como objetivo analisar a atual situação da investigação internacional
sobre competências digitais dos professores. Para tal foi realizada um mapeamento
sistemático dos artigos recuperados no Portal de Periódico da CAPES entre janeiro e
março de 2018. Importa dizer que se optou pela busca no Portal de Periódico da CAPES
porque, à época, este permitia o acesso da coleta de dados para este estudo, aos textos
completos de artigos de mais de 38.000 publicações periódicas internacionais e 126
bases de dados (a exemplo do Proquest, EBSCO, Science Direct, Emerald, Web of
Science e Web of Knowledge) com resumos de documentos em todas as áreas do
conhecimento. Optou-se pela regra de exaustividade de Bardin (2011), não sendo
definido corte temporal a priori para coleta de dados. Após a coleta de dados, foram
recuperados 175 artigos, sendo 37 considerados válidos para compor o corpus deste
estudo. As conclusões revelam que o interesse maior dos pesquisadores é sobre as
competências digitais docentes de uma maneira ampla e que, por exemplo, pouco se
estuda sobre a sua transposição pedagógica. Os achados corroboram estudos anteriores
com relação às múltiplas interpretações da compreensão do que seja competência
digital. Também há indícios na literatura analisada do uso de mais de uma terminologia,
inclusive no mesmo texto, de maneira indistinta e sinonímica, para se referir às
competências digitais.
This article aims to analyze the current situation of international scientific production on digital teacher competences. For that, a systematic mapping of the articles retrieved in the Portal of Periodical of CAPES was carried out between January and March 2018. It is important to mention that we chose to search the CAPES Journal Portal because it allowed the access, at the time of data collection for this study, to full texts of articles from more than 38,000 international periodicals and 126 databases (such as Proquest, EBSCO, Science Direct, Emerald, Web of Science and Web of Knowledge) with document summaries in all areas of knowledge. We chose the exhaustion rule of Bardin (2011), and we do not define a priori temporal cut-off for data collection. After data collection, 175 articles were retrieved, of which 37 were considered valid to compose the corpus of this study. The conclusions reveal that researchers' greatest interest is in digital teacher competencies in a broader way and that little is studied about pedagogical transposition, for example. The findings also corroborate previous studies regarding the multiple interpretations of the understanding of what is digital competence. There is also evidence in the analyzed literature of the use of more than one terminology, including in the same text, indistinctly and synonymously, to refer to digital skills.
This article aims to analyze the current situation of international scientific production on digital teacher competences. For that, a systematic mapping of the articles retrieved in the Portal of Periodical of CAPES was carried out between January and March 2018. It is important to mention that we chose to search the CAPES Journal Portal because it allowed the access, at the time of data collection for this study, to full texts of articles from more than 38,000 international periodicals and 126 databases (such as Proquest, EBSCO, Science Direct, Emerald, Web of Science and Web of Knowledge) with document summaries in all areas of knowledge. We chose the exhaustion rule of Bardin (2011), and we do not define a priori temporal cut-off for data collection. After data collection, 175 articles were retrieved, of which 37 were considered valid to compose the corpus of this study. The conclusions reveal that researchers' greatest interest is in digital teacher competencies in a broader way and that little is studied about pedagogical transposition, for example. The findings also corroborate previous studies regarding the multiple interpretations of the understanding of what is digital competence. There is also evidence in the analyzed literature of the use of more than one terminology, including in the same text, indistinctly and synonymously, to refer to digital skills.
Description
O Vol 2 (1) de 2019 é dedicado à problemática das Competências Digitais.
Keywords
Competências digitais docentes Mapeamento Tecnologias digitais Digital teaching competences Systematic mapping Digital technologies
Pedagogical Context
Citation
Roda, Fernanda; Morgado, Lina - Mapeamento da literatura sobre competências digitais do professor: tendências em progresso. "RE@D – Revista de Educação a Distância e eLearning" [Em linha]. ISSN 2182-4967. Vol. 2, nº 1 (2019), p. 46-61
Publisher
Universidade Aberta. Laboratório de Educação a Distância e Elearning (LE@D)