Banca de QUALIFICAÇÃO: FRANCISCA SORAYA RODRIGUES DE MACEDO FARIAS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCA SORAYA RODRIGUES DE MACEDO FARIAS
DATE: 19/11/2024
TIME: 11:00
LOCAL: auditorio da secretaria de educação a distância da UFRN
TITLE:

Digital Skills of UFRN Teachers: An Approach Based on DigCompEdu

KEY WORDS:

Continuous teacher training; digital competencies; DigCompEdu; Instructional Design.

PAGES: 70
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The continuous training of education professionals in Brazil is established by Law No. 9394/96, which defines the Guidelines and Bases of National Education (LDB), and is crucial to ensuring quality education. In an increasingly connected world, where information circulates rapidly, it is essential to develop digital pedagogical competencies that foster meaningful learning and student engagement, integrating Digital Information and Communication Technologies into the educational process. In this context, the National Digital Education Policy modified the LDB to prepare citizens for the challenges of digital transformation, fostering essential digital skills for both the workforce and life in an increasingly technological society.For effective digital training of teachers, identifying and developing digital competencies is essential to ensure training programs transform educational practices. Considering that UFRN has an area dedicated to the continuous training of its staff to promote service excellence, this research seeks to answer the question: How can continuous training, based on a digital competency diagnosis, contribute to improving teaching practices at UFRN?The general objective of this research is to develop continuous training for UFRN teachers, focusing on enhancing their digital pedagogical competencies. The specific objectives are: a) to assess the current level of digital competencies of UFRN faculty, identifying key areas for improvement; b) to design continuous training based on these identified areas; c) to validate the training plan in digital competencies with a selected group of faculty; d) to produce specific instructional materials, and e) to evaluate the training program.The theoretical framework relies on the principles of teacher training, digital competencies, self-assessment instruments, and the DigCompEdu model. Additionally, a systematic literature review maps existing knowledge on the topic in Brazil and internationally.The study adopts a qualitative approach with a descriptive and applied nature. It is descriptive in characterizing UFRN teacher’s digital competencies according to DigCompEdu, and applied as it proposes practical intervention in faculty training. A self-assessment questionnaire based on the DigCompEdu Check-in tool will be used to map the digital competencies of the faculty. The study population includes 2,801 UFRN teachers, and the sample will comprise those who complete the questionnaire, with sample size verification. The continuous training plan will be guided by the Instructional Design pillars: analysis, planning, development, implementation, and evaluation, ensuring ongoing review of the entire process and materials produced. At the end, an assessment will be conducted with the participants.The expected results of this research include a training course and specific instructional materials. These products are anticipated to positively impact continuous digital competency training for faculty, promoting digital inclusion and the transformation of teaching practices.

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Externa à Instituição - SUSANA HENRIQUES