Banca de DEFESA: RAQUEL DE LIMA SILVA CAVALCANTE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RAQUEL DE LIMA SILVA CAVALCANTE
DATE: 12/09/2024
TIME: 14:00
LOCAL: Auditório da secretaria de educação a distância da UFRN
TITLE:

BUILDING TEACHER KNOWLEDGE: CONTINUOUS TRAINING IN DIGITAL COMPETENCIES FOR PROMOTING TEACHER AUTONOMY AND TECHNOLOGY INTEGRATION IN TEACHING

KEY WORDS:

Continuous Teacher Training; Digital Competencies; Teacher Autonomy; Technological Integration in Teaching

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

Digital technologies are part of everyday life and need to be included in school environments, as per the National Common Curriculum (BNCC). However, there is a disconnect between national guidelines and daily school life, with the absence of continuous training for teachers being one of the main factors. Many teachers not only lack proficiency but also exhibit significant insecurity regarding the use of these technologies in the pedagogical context. In this scenario, this study investigates how continuous training focusing on the development of digital competencies can contribute to teacher autonomy and the integration of digital technologies in teaching in a municipal public school. Thus, this research aims to develop continuous training in digital competencies to stimulate teacher autonomy and the integration of technologies in teaching for teachers at the Ana Rita Trigueiro Municipal School of Elementary Education (EMEF). The specific objectives are: i) To investigate the level of digital competencies of the school’s teachers; ii) To plan, together with the teachers, a proposal for continuous training; iii) To implement the proposed continuous training; iv) To evaluate the contributions of the continuous training carried out. The theoretical foundation of this study addresses continuous teacher training, digital competencies, and digital information and communication technologies. In terms of its nature, this research is applied with a qualitative approach and exploratory character. Participatory research was adopted, with the researcher being actively involved throughout the process. Methodologically, contextualized instructional design was used for planning, creating, and evaluating the training. The training was titled "Building Knowledge: Teacher Training in Digital Competencies" and had a workload of 20 hours. During the training application, Problem-Based and Project-Based Learning, among others, were used to stimulate interaction, practical, and meaningful learning. In each training session, teachers were encouraged to learn about new digital tools and explore their pedagogical potential. As activities, teachers produced educational artifacts and lesson plans integrating digital technologies for their classes. At the end of the training, the data collected through the initial diagnosis, participant logbooks, educational artifacts, and lesson plans were tabulated and analyzed using Maxqda software, based on Bardin content analysis. The results showed that continuous training not only promoted greater autonomy and confidence among teachers, but also actively encouraged them to experiment with and incorporate new digital tools into their pedagogical practices. The introduction of digital information and communication technologies in teaching areas emerged as a direct and significant consequence of this formative process. However, the school's inadequate infrastructure was one of the main obstacles to the integration of technologies in teaching. As a technological product, the training program was made available through Google Classroom. 

COMMITTEE MEMBERS:
Presidente - 3229319 - APUENA VIEIRA GOMES
Interno - 2178446 - DENNYS LEITE MAIA
Interna - 2245086 - ISABEL DILLMANN NUNES
Externa à Instituição - ANA BEATRIZ GOMES PIMENTA DE CARVALHO - UFPE