Loading...
Publication
Promovendo a formação contínua de professores de Escolas Comunitárias de Luanda: uma experiência de elearning
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 482.38 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Partindo do diagnóstico de necessidades de formação contínua dos professores das Escolas Comunitárias de Luanda, a presente investigação visou desenvolver e proporcionar um curso na modalidade eLearning, bem como estudar o impacto e as potencialidades desta formação específica no contexto em causa. Estes professores desenvolvem a sua atividade docente em escolas carenciadas de bairros situados na periferia da capital de Angola. No enquadramento do estudo abordamos as alterações provocadas pela sociedade em rede no paradigma educacional, designadamente a emergência da formação na modalidade eLearning e realizamos ainda a contextualização da intervenção, dando conta da Associação dos Professores Comunitários e do seu papel no âmbito do sistema educativo de Angola. No plano metodológico, foram seguidas as etapas de conceção e desenvolvimento de projetos educacionais. Adotámos instrumentos de natureza qualitativa designadamente a entrevista, na fase de diagnóstico, associada a um questionário. Na fase de avaliação além de observação participante durante a implementação do projeto, concebemos também um questionário que aplicámos ao conjunto dos formandos no final da formação. Apresentamos a implementação do curso e damos conta dos resultados da sua avaliação, assinalando algumas condicionantes que influenciaram o seu nível de sucesso. Discutimos a possível contribuição da pedagogia do eLearning, em consonância com objetivo principal do presente projeto, identificando constrangimentos bem como pontos fortes. Concluímos que o curso delineado despertou o interesse e a motivação do público-alvo, contribuiu para o aperfeiçoamento de práticas, bem como alcançou o reconhecimento dos participantes, evidenciando, contudo, certas limitações. Assim, com base na análise realizada damos conta de reajustamentos no modelo de curso com vista a uma maior eficácia em contextos como o que estudámos, designadamente apontando para uma opção híbrida, que conjugue momentos presenciais e períodos de trabalho on-line.
Based on the diagnosis of the continuous education needs of the Community Schools Teachers of Luanda, the present research aimed to develop an eLearning course and to study the impact and potential of this training. These teachers develop their teaching activity in deprived schools in neighbourhoods on the outskirts of the capital of Angola. In the framework of the study, we address the changes caused by the network society in the educational paradigm, namely the emergence of eLearning training, and contextualise the intervention, reporting on the role of the Community Teachers Association within the Angolan educational system. Methodologically, the stages of design and development of educational projects were followed. In the diagnostic phase, we adopted qualitative instruments such as the interview associated with a questionnaire. In the evaluation phase, in addition to participant observation during the project, we designed a questionnaire that we applied at the end of the training. We present the implementation of the course and the results of its evaluation, pointing out constraints that influenced its level of success. We discuss the possible contribution of eLearning pedagogy to this project's main objective, identifying constraints and strengths. We conclude that the course aroused the interest and motivation of the target audience, contributed to the improvement of practices, and achieved the recognition of the participants while showing certain limitations. We report on readjustments in the course model for greater effectiveness, pointing to a hybrid option, combining face-to-face moments and periods of online work.
Based on the diagnosis of the continuous education needs of the Community Schools Teachers of Luanda, the present research aimed to develop an eLearning course and to study the impact and potential of this training. These teachers develop their teaching activity in deprived schools in neighbourhoods on the outskirts of the capital of Angola. In the framework of the study, we address the changes caused by the network society in the educational paradigm, namely the emergence of eLearning training, and contextualise the intervention, reporting on the role of the Community Teachers Association within the Angolan educational system. Methodologically, the stages of design and development of educational projects were followed. In the diagnostic phase, we adopted qualitative instruments such as the interview associated with a questionnaire. In the evaluation phase, in addition to participant observation during the project, we designed a questionnaire that we applied at the end of the training. We present the implementation of the course and the results of its evaluation, pointing out constraints that influenced its level of success. We discuss the possible contribution of eLearning pedagogy to this project's main objective, identifying constraints and strengths. We conclude that the course aroused the interest and motivation of the target audience, contributed to the improvement of practices, and achieved the recognition of the participants while showing certain limitations. We report on readjustments in the course model for greater effectiveness, pointing to a hybrid option, combining face-to-face moments and periods of online work.
Description
Keywords
ELearning Formação de professores Literacia digital Escolas Comunitárias de Luanda Teacher training Digital literacy Luanda Community Schools
Citation
Vieira Teresa; Amante Lúcia (2024) Promovendo a Formação Contínua de Professores de Escolas Comunitárias de Luanda. Revista Docência e Cibercultura, Vol.8 Nº3 (1-17), Rio de Janeiro
Publisher
ReDoC - Revista Docência e Cibercultura