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Um estudo exploratório sobre a formação inicial de professores a distância: as perceções de docentes sobre o ensino e a aprendizagem
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Advisor(s)
Abstract(s)
Face à complexidade das funções docentes, a formação inicial de professores tem de proporcionar diversas aprendizagens e competências nos futuros professores. Com a pandemia da COVID-19, o ensino presencial na formação inicial de professores passou a realizar-se a distância, com recurso a ferramentas tecnológicas digitais. Esta mudança exigiu a adaptação dos professores e dos estudantes, alterando-se os métodos de ensino e o trabalho e a aprendizagem dos futuros professores. Foi neste contexto que questionámos as perceções de professores dos cursos de formação inicial de professores da Universidade de Trás-os-Montes e Alto Douro sobre o ensino e a aprendizagem dos estudantes no contexto do ensino a distância. Para a resposta a esta questão administrámos um questionário aos professores desses cursos, em maio de 2020, que nos permitiu verificar que os professores percecionaram a alteração dos métodos de ensino previstos para o ensino presencial, o aumento do seu trabalho pedagógico, bem como o maior estímulo ao trabalho e aprendizagem autónomos dos estudantes.
In view of the complexity of the teaching functions, initial teacher training must provide diverse learning and skills for future teachers. With COVID-19 pandemic, face-to-face teaching in the initial teacher training began to take place at a distance, using digital technological tools. This change required the adaptation of professors and students, changing teaching methods and the work and learning of future teachers. It was in this context that we questioned the perceptions of professors in the initial teacher training courses at the University of Trás-os-Montes and Alto Douro, on the teaching and learning of students in the circumstances of distance learning. In order to answer this question, we conducted a questionnaire within the professors of these courses - in May 2020 - which allowed us to verify that the professors perceived the change in the teaching methods provided for face-to-face teaching and the increase in their pedagogical work, as well as the greatest stimulus to students' autonomous work and learning.
In view of the complexity of the teaching functions, initial teacher training must provide diverse learning and skills for future teachers. With COVID-19 pandemic, face-to-face teaching in the initial teacher training began to take place at a distance, using digital technological tools. This change required the adaptation of professors and students, changing teaching methods and the work and learning of future teachers. It was in this context that we questioned the perceptions of professors in the initial teacher training courses at the University of Trás-os-Montes and Alto Douro, on the teaching and learning of students in the circumstances of distance learning. In order to answer this question, we conducted a questionnaire within the professors of these courses - in May 2020 - which allowed us to verify that the professors perceived the change in the teaching methods provided for face-to-face teaching and the increase in their pedagogical work, as well as the greatest stimulus to students' autonomous work and learning.
Description
Keywords
Formação inicial de professores Ensino a distância Perceções de professores Initial teachers training Distance teaching Teachers’ perceptions
Citation
Ferreira, Carlos Alberto; Bastos, Ana Maria - Um estudo exploratório sobre a formação inicial de professores a distância: as perceções de docentes sobre o ensino e a aprendizagem. "RE@D – Revista de Educação a Distância e eLearning" [Em linha]. ISSN 2182-4967. Vol. 3, nº 2 (novembro 2020), p. 60-76
Publisher
Universidade Aberta. Laboratório de Educação a Distância e Elearning (LE@D)