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Continuing teacher training using dilemmas with elements of ubiquity

Ribeiro, Silvar Ferreira; Pinto, Sonia Maria da Conceicao and Okada, Alexandra Lilavati Pereira (2017). Continuing teacher training using dilemmas with elements of ubiquity. Interfaces Cientificas, 6(1) pp. 107–124.

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DOI (Digital Object Identifier) Link: https://doi.org/10.17564/2316-3828.2017v6n1p107-124
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Abstract

Resumo

Este artigo analisa um processo de formação profissional continuada do professor, que se dá no espaço de atuação profissional e que visa mudanças significativas nas práticas docentes, promovendo reflexões contextualizadas de caráter científico, buscando formas de potencializar a educação. Foi realizado com base em um case real na cidade de Irecê - Bahia - Brasil, valendo-se da metodologia aplicada no Projeto Europeu ENGAGE Europeu, através do uso de dilemas sócio científicos e da abordagem de pesquisa e inovação responsáveis, buscando responder à questão: quais as possibilidades e limites das práticas pedagógicas de formação continuada do professor, numa perspectiva interativo-reflexiva, utilizando-se as tecnologias digitais em rede, dispositivos móveis, elementos da ubiquidade, articulados com atividades presenciais em ambiente real de sala de aula? As analises e discussões de resultados mostraram alto índice de engajamento dos professores ao projeto em todas as suas etapas, interações em horários e localização geográfica dispersas e ubíquas, apontando um grau elevado de aceitação, além de dificuldades de execução em articulação com as atividades regulares da escola. Concluiu-se o estudo com indicações de que este processo de formação apresentou um grande potencial para a implementação de mudanças efetivas no processo de formação continuada de professores com reflexos positivos na sua sala de aula, indicando ainda, aspectos a serem corrigidos para a continuidade desta ação na própria escola ou em outras que possam ser integradas ao projeto.

Abstract

This article analyzes a process of continuous professional formation of the teacher, that takes place in the space of professional action and that aims at significant changes in teaching practices, promoting contextualized reflections of scientific character, looking for ways to enhance education. It was carried out based on a real case in the city of Irecê - Bahia - Brazil, using the methodology applied in the European ENGAGE European Project, through the use of socio-scientific dilemmas and the approach of responsible research and innovation, seeking to answer the question : What are the possibilities and limits of the teacher’s continuing pedagogical practices in an interactive-reflexive perspective, using the digital networked technologies, mobile devices, elements of ubiquity, articulated with face-toface activities in the real classroom environment? The analysis and discussion of results showed a high level of involvement of the teachers in the project in all its stages, interactions at scattered and ubiquitous timetables and geographic location, indicating a high degree of acceptance, as well as difficulties of articulation such as regular activities from school. The study was concluded with indications that the training process presented great potential for an effective changes implementation in the process of continuous teacher training, with positive effects in the classroom, indicating also aspects to be corrected for continuity of this action, in the school itself or in others that can be integrated into the project.

Item Type: Journal Item
ISSN: 2316-3828
Project Funding Details:
Funded Project NameProject IDFunding Body
ENGAGE36/2013CAPES BRAZIL
Keywords: Continuing Teacher Training; Socio-scientific dilemmas; Research and innovation Responsible; Project ENGAGE; Principles of Ubiquity.
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Item ID: 54786
Depositing User: Alexandra Okada
Date Deposited: 26 Apr 2018 08:41
Last Modified: 02 May 2019 06:23
URI: http://oro.open.ac.uk/id/eprint/54786
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