Formação continuada de docentes para produção de material em ferramenta de autoria baseada no modelo TPACK e na abordagem CCS
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Data
2020-02-05
Autores
Kanashiro, Mônia Daniela Dotta Martins [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo, vinculado à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” no âmbito do Programa de Pós-graduação em Educação - Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista, investiga como o docente dos anos iniciais do Ensino Fundamental pode utilizar uma ferramenta de autoria online para desenvolver uma prática pedagógica pautada na abordagem Construcionista, Contextualizada e Significativa (CCS) e que considere os saberes necessários do modelo TPACK. Foram definidos os seguintes objetivos específicos: 1. Identificar as competências necessárias para a construção de materiais didáticos a partir de uma ferramenta de autoria online fundamentado no TPACK; 2.Verificar como desenvolver um processo formativo, a partir de uma proposta de um curso, que permita ao docente compreender os princípios da abordagem CCS na utilização de uma ferramenta de autoria online para produzir seus materiais didáticos; 3. Analisar os materiais e planos de aula construídos para identificar de que forma tais documentos contemplam a abordagem CCS e a apropriação da ferramenta de autoria pelos participantes na perspectiva do TPACK. A pesquisa justifica-se mediante a emergência de soluções para assegurar uma educação de qualidade, com a necessidade de formações docentes que visem a aprendizagem significativa, com participação ativa dos estudantes e em consonância com as transformações tecnológicas que têm modificado a sociedade. Os estudos teóricos pautaram-se em autores que versam sobre formação dos docentes e suas competências no uso das tecnologias, reconhecendo-os como mediadores do processo na busca de uma aprendizagem com participação ativa do aprendiz. A pesquisa desenvolvida é de natureza qualitativa do tipo investigação-ação, que no campo da educação, é utilizada como forma de desenvolvimento profissional e geração de conhecimentos. Este estudo partiu da produção de um curso de formação continuada semipresencial criado exclusivamente para coleta de dados para esta pesquisa e sua posterior aplicação a nove professoras dos anos iniciais do Ensino Fundamental. Os instrumentos de coleta de dados se dividiram em: observação de postagens em fóruns, observação de planos de aprendizagens criados, observação dos materiais didáticos produzidos na ferramenta de autoria e questionário aberto de autoavaliação, cujos dados foram organizados e analisados com apoio de um software de análise de conteúdos e posteriormente interpretados à luz da teoria de referência. A etapa empírica ocorreu entre os meses de abril e junho de 2019 e os resultados encontrados indicaram que houve uma apropriação satisfatória da ferramenta de autoria por oito das nove participantes e que seis, dos nove planos e materiais criados, representaram avanços na forma das docentes incluírem em sua prática a abordagem CCS, carecendo pois de depurações ao longo do processo. Quanto ao alinhamento ao modelo TPACK, duas propostas não conseguiram contemplar os conhecimentos pedagógicos em suas produções, já que mostraram-se insuficientes para promover a aprendizagem. Os achados evidenciaram que a educação, não pode esquivar-se de considerar o estudante como centro do processo, tendo sua aprendizagem e desenvolvimento como objetivo principal, afinal, é para este fim que todo o trabalho pedagógico e qualquer formação docente devem ser organizados. A partir da pesquisa foi possível compreender que a abordagem CCS tem potencial para promover a aprendizagem conforme aponta o modelo TPACK, e este por sua vez, parece carecer de considerar elementos da abordagem CCS para que a integração dos saberes que exige se realize plenamente.
This study, linked to the research line “Formative Processes, Teaching and Learning” within the Postgraduate Program in Education - Master of the Faculty of Science and Technology of Universidade Estadual Paulista, investigates how the Elementary School teacher can use an online authoring tool to develop a pedagogical practice based on the Constructionist, Contextualized and Meaningful (CCS) approach that considers the necessary knowledge in the perspective of TPACK. The following specific objectives were defined: 1. Identify the necessary competences for the construction of teaching materials from an online authoring tool and in the light of the TPACK model; 2. Verify how to develop a training process, from a course proposal, that allows the teacher to understand the principles of the CCS approach in using the authoring tool to produce teaching materials; 3. Analyze the materials and lesson plans built to identify how such documents include the CCS approach and the appropriation of the authoring tool by participants from the perspective of TPACK. The research is justified by the emergence of solutions to ensure a quality education, with the need for teacher training aimed at meaningful learning, with the active participation of students and in line with the technological changes that have changed society. The theoretical studies were based on authors that deal with teacher education and their competences in the use of technologies, recognizing them as mediators of the process in the search for learning with active participation of the learner. The research developed is of a qualitative nature of the action research type, which in the field of education, is used as a form of professional development and generation of knowledge. This study started from the production of a semi-presential continuing education course created exclusively for data collection for this research and its subsequent application to nine elementary school teachers. The data collection instruments were divided into: observation of forum posts, observation of learning plans created, observation of didactic materials produced in the authoring tool and open self-assessment questionnaire, whose data were organized and analyzed with the support of a software content analysis and later interpreted in the light of the reference theory. The empirical phase occurred between April and June 2019 and the results indicated that there was a satisfactory appropriation of the authoring tool by eight of the nine participants and that six of the nine plans and materials created represented advances in the way teachers included practice the CCS approach, thus requiring debugging throughout the process. Regarding the alignment with the TPACK model, two proposals failed to contemplate the pedagogical knowledge in their productions, as they proved insufficient to promote learning. The findings showed that education cannot avoid considering the student as the center of the process, with learning and development as the main objective, after all, it is for this purpose that all pedagogical work and any teacher training must be organized. From the research it was possible to understand that the CCS approach has the potential to promote learning as pointed out by the TPACK model, and this in turn, seems to lack consideration of elements of the CCS approach so that the integration of the knowledge it requires is fully realized.
This study, linked to the research line “Formative Processes, Teaching and Learning” within the Postgraduate Program in Education - Master of the Faculty of Science and Technology of Universidade Estadual Paulista, investigates how the Elementary School teacher can use an online authoring tool to develop a pedagogical practice based on the Constructionist, Contextualized and Meaningful (CCS) approach that considers the necessary knowledge in the perspective of TPACK. The following specific objectives were defined: 1. Identify the necessary competences for the construction of teaching materials from an online authoring tool and in the light of the TPACK model; 2. Verify how to develop a training process, from a course proposal, that allows the teacher to understand the principles of the CCS approach in using the authoring tool to produce teaching materials; 3. Analyze the materials and lesson plans built to identify how such documents include the CCS approach and the appropriation of the authoring tool by participants from the perspective of TPACK. The research is justified by the emergence of solutions to ensure a quality education, with the need for teacher training aimed at meaningful learning, with the active participation of students and in line with the technological changes that have changed society. The theoretical studies were based on authors that deal with teacher education and their competences in the use of technologies, recognizing them as mediators of the process in the search for learning with active participation of the learner. The research developed is of a qualitative nature of the action research type, which in the field of education, is used as a form of professional development and generation of knowledge. This study started from the production of a semi-presential continuing education course created exclusively for data collection for this research and its subsequent application to nine elementary school teachers. The data collection instruments were divided into: observation of forum posts, observation of learning plans created, observation of didactic materials produced in the authoring tool and open self-assessment questionnaire, whose data were organized and analyzed with the support of a software content analysis and later interpreted in the light of the reference theory. The empirical phase occurred between April and June 2019 and the results indicated that there was a satisfactory appropriation of the authoring tool by eight of the nine participants and that six of the nine plans and materials created represented advances in the way teachers included practice the CCS approach, thus requiring debugging throughout the process. Regarding the alignment with the TPACK model, two proposals failed to contemplate the pedagogical knowledge in their productions, as they proved insufficient to promote learning. The findings showed that education cannot avoid considering the student as the center of the process, with learning and development as the main objective, after all, it is for this purpose that all pedagogical work and any teacher training must be organized. From the research it was possible to understand that the CCS approach has the potential to promote learning as pointed out by the TPACK model, and this in turn, seems to lack consideration of elements of the CCS approach so that the integration of the knowledge it requires is fully realized.
Descrição
Palavras-chave
Formação continuada, Ferramenta de autoria, Abordagem CCS, Anos iniciais do ensino fundamental, TPACK, Continuing training, Authoring tool, CCS approach, Elementary school