Teacher knowledge: insights for continuing education in Southern Brazil PERSPECTIVAS PARA A FORMAÇÃO CONTINUADA NO SUL DO BRASIL

Article Sidebar

PDF (Spanish)
Published: Jun 29, 2024
Versions:
2024-06-29 (1)
DOI: https://doi.org/10.17163/alt.v19n2.2024.08
Keywords:
ICT, TPACK, participatory action research, technological innovation, mediation, cultural tools

Main Article Content

Fabiana Diniz Kurtz
Universidade Regional do Noroeste do Estado do Rio Grande do Sul
https://orcid.org/0000-0001-8946-7480
Denilson Rodrigues da Silva
Universidade Regional Integrada do Alto Uruguai e das Missões
https://orcid.org/0000-0001-9264-6842
Maria Cristina Pansera de Araújo
Universidade Regional do Noroeste do Estado do Rio Grande do Sul
https://orcid.org/0000-0002-2380-6934

Abstract

The pandemic caused by Covid-19 has caused education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students and teachers to the so-called learning deficit at all levels. Considering the essential dialogue between the university, through its teacher education courses and the basic education school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation from a double perspective, as a means and an end. Means, through the proposed teaching methodology, integrated with technology with a view to changes and innovation in the work processes of basic education teachers when implemented. End, considering the pedagogical products generated after implementing the methodology, digital learning objects that, by nature, encompass different technologies for learning purposes. Furthermore, through the effective participation of teachers linked to the action research proposal, the results suggest the effectiveness of teaching resignification, made possible by continuing education, regarding their role as mediators and curators of the pedagogical process, aware that their knowledge of teacher involves the content, pedagogical and technological dimensions, as well as the role of information and communication technologies as an integral part of their pedagogical work.

Article Details

Issue
Vol. 19 No. 2 (2024): (July-December 2024): Research Competence in Education: Challenges and Opportunities.
Section
MISCELLANEOUS SECTION
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Authorship: The list of authors signing must include only those people who have contributed intellectually to the development of the work. Collaboration in the collection of data is not, by itself, a sufficient criterion of authorship. "Alteridad" declines any responsibility for possible conflicts arising from the authorship of the works that are published.

Copyright: The Salesian Polytechnic University preserves the copyrights of the published articles, and favors and allows their reuse under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Ecuador license. They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, editorial and work URL) are cited; (Ii) are not used for commercial purposes; Iii) mention the existence and specifications of this license.
Author Biographies

Fabiana Diniz Kurtz, Universidade Regional do Noroeste do Estado do Rio Grande do Sul

She has a PhD in Science Education from the Regional University of the Northwest of the State of Rio Grande do Sul (UNIJUÍ), where she also works as a professor of the Literature Course and Collaborating Professor of the Postgraduate Program in Science Education (PPGEC). Currently, she is developing a post-doctoral internship in Scientific and Technological Education at URI Santo Ângelo. Completed her doctorate abroad, in the sandwich doctorate format alongside the PhD in ICT in Education, at the University of Lisbon, with a CAPES scholarship. Has a Master's degree in Linguistics from the Federal University of Santa Maria (UFSM), where also graduated with a degree in Languages (Portuguese-English). She is leader of the "Mongaba" Research Group: Education, Languages ​​and Technology. Member of the National Association of Postgraduate Studies and Research in Education (ANPED) since 2014, she has experience and works in the area of ​​Teacher Training with an emphasis on Digital Information and Communication Technologies in education, Distance Education, Applied Linguistics, Teaching English for Academic Purposes. Link Research Gate: Fabiana Kurtz on ResearchGate

Denilson Rodrigues da Silva, Universidade Regional Integrada do Alto Uruguai e das Missões

Has a degree in Information Systems from the Franciscan University Center - UNIFRA/UFN (1998), master's degree in Computer Science from the Pontifical Catholic University of Rio Grande do Sul - PUCRS (2000) and a PhD in Education in Sciences from the Northwestern University of the State of the State RS - UNIJUÍ (2020). Since 2001 he has been a full-time professor at the Universidade Regional Integrada do Alto Uruguai e das Missões (URI - Santo Ângelo). After graduating, he is a permanent professor of scientific and technological teaching, working in the research lines of Information Technology and Science Education. I have experience in the area of ​​Computer Science, focusing mainly on the following topics: Computational Thinking, Computer Science in Education, Educational Robotics, Knowledge Discovery in Data Bases and Information Systems, Object Oriented Programming, Artificial Intelligence, Algorithms and Data Structure . In 2023 started the postdoctorate at UNIJUÍ (with support from FAPERGS/CNPQ) with the research topic "Computational thinking in teacher training"

Maria Cristina Pansera de Araújo, Universidade Regional do Noroeste do Estado do Rio Grande do Sul

Has a Bachelor's degree in Biological Sciences from the Universidade do Vale do Rio dos Sinos (1978), master's degree in Genetics and Molecular Biology from the Federal University of Rio Grande do Sul (1981) and a PhD in Genetics and Molecular Biology from the Federal University of Rio Grande do South (1997). Currently, she is a full professor at the Northwestern Regional University of the State of Rio Grande do Sul and a professor of the Post-Graduation Program in Education in Sciences at the Northwestern Regional University of the State of Rio Grande do Sul. Founding member of the Brazilian Biology Education Association (SBEBIO). Coordinator of the Interdepartmental Research Group on Education in Sciences (GIPEC-UNIJUI). Managing editor of Revista Contexto & Educação. Part of REDLAECIN. We have experience in the area of ​​Education, with an emphasis on Teaching Methods and Techniques, focusing mainly on the following topics: education, curriculum, teacher training, science and biology teaching, environmental education, health and biodiversity.

References

Bower, M., Lister, R., Mason, R., Highfield, K. y Wood, L. (2015). Teacher conceptions of computational thinking - implications for policy and practice. Australian Journal of Education, 0(0), 2015, 1-16.

Daniels, H. (2016). Vygotsky and Pedagogy. Routledge. https://doi.org/10.4324/9781315617602

Dorigon, T. C. y Romanowski, J. P. (2008). A Reflexao em Dewey e Schon. Revista Intersaberes, 3(5), 8-22. https://doi.org/10.22169/revint.v3i5.123

Duncan, C., Bell, T. y Atlas, J. (2017). What do the teachers think? Introducing computational thinking in the Primary School Curriculum. Proceeding ACE’2017- Proceedings of the Nineteenth Australasian Computing Education Conference, Geelong, VIC, Australia, 65-74.

García, G. G., Jiménez, C. R. y Marín, J. A. M. (2020). La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis. Alteridad, 15(1). https://bit.ly/3z9l0yA

García-Lázaro, D. y Martin-Neto, R. (2023). Competencia matemática y digital del futuro docente mediante el uso de GeoGebra. Alteridad, 18(1), https://bit.ly/3xou564

Jonassen, D. H. (2007). Computadores, ferramentas cognitivas: Desenvolver o pensamento crítico nas escolas. Porto Editora.

Kurtz, F. D. y Silva, D. R. (2018). Tecnologias de Informacao e Comunicacao (TICs) como ferramentas cognitivas na formacao de professores. Contexto e educacao, 33, 5-32. https://bit.ly/3VMakyQ

Kurtz, F. D. y Silva, D. R. (2020). ICT, Media and Education: some considerations from the Brazilian scenario. Annales Educatio Nova-UMCS Sectio N, 5, 487-501. https://bit.ly/3Vu1gNx

Kurtz, F. D., Silva, D. R. y Krajka, J. (2021). Rethinking innovation in education from a crosscultural perspective: the role performed by digital information and communication technologies (DICT) in pedagogy change. Humanidades & Inovacao, 8, 114-131. https://bit.ly/45sqWip

Kurtz, F. D., Machado, G. J. C. y Johann, M. R. (orgs.) (2022). Educacao, linguagens e tecnologia. Ilustracao.

Kurtz, F. D. (org.) (2023). Escolas Inteligentes: explorando possibilidades de inovacao no processo pedagógico em contexto híbrido. Metrics.

Luckin, R., Holmes, W., Griffiths, M. y Pearson, L. B. F. (2016). Intelligence Unleashed: an argument for AI in Education. https://bit.ly/45vmJu5

Maureira-Cabrera, O., Vásquez-Astudillo, M., Garrido-Valdenegro, F. y Olivares-Silva, M. J. (2020). Evaluación y coevaluación de aprendizajes en blended learning en educación superior. Alteridad, 15(2). https://bit.ly/3xqz2eQ

Mishra, P. y Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record: The Voice of Scholarship in Education, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Moraes, R. y Galiazzi, M. do C. (2020). Análise Textual Discursiva (2nd ed.). Unijuí.

Ouyang, F., Hu, Y., Zhang, Y., Guo, Y. y Yang, Y. (2021). In-service teachers’ knowledge building during face-to-face collaborative learning. Teaching and Teacher Education, 107, 103479. https://doi.org/10.1016/j.tate.2021.103479

Popandopulo, A., Fominykh, N. y Kudysheva, A. (2021). Do educators need metacognitive skills in today’s educational environment? Thinking Skills and Creativity, 41, 100878. https://doi.org/10.1016/j.tsc.2021.100878

Reyes-Cabrera, W. (2022). Gamificación y aprendizaje colaborativo en línea: un análisis de estrategias en una universidad mexicana. Alteridad, 17(1). https://bit.ly/4c56C9j

Schon, D. A. (2000). Educando o profissional reflexivo: Um novo design para o ensino e a aprendizagem (1a ed.). Artmed.

Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4. https://doi.org/10.2307/1175860

Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1). https://bit.ly/4ex4M2o

Shulman, L. (1992). Research on teaching: a historical and personal perspective. En F. Oser, A. Dick y J. Patry (eds.), Effective and Responsible Teaching (pp. 14-29). Jossey-Bass.

Silva, D. R. (2020). Desenvolvimento do pensamento computacional como dimensao estruturante da atividade do professor de cursos superiores de computacao. 182 f. UNIJUÍ-RS. https://bit.ly/3KMubaS

Silva, D. R., Kurtz, F. D. y Pansera de Araújo, M. C. (2024). Metacognition and computational thinking in Vygotsky’s historical-cultural perspective. Espaco Pedagógico, 30(1). https://bit.ly/3xkYdPT

Tardif, M., Lessard, C. y Lahaye, L. (1991). Os professores face ao saber: esboco de uma problemática do saber docente. Teoria & Educacao, Pannonica.

Tardif, M. (2010) Saberes docentes e formacao profissional. Vozes.

Tardif, M. y Lessard, C. (2013) O ofício de professor: história, perspectivas e desafios internacionais. 5. ed., Vozes.

van Huizen, P., van Oers, B. y Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267-290. https://doi.org/10.1080/0022027042000328468

Vygotsky, L. S. (2007). A formacao social da mente: o desenvolvimento dos processos psicológicos superiores. Martins Fontes.

Vygotsky, L. S. (2008). Pensamento e Linguagem. Martins Fontes.

Wang, W., Kang, W. y Mu, J. (2023). Mapping research to the Sustainable Development Goals (SDGs), 19 February 2023, Preprint (Version 2). Research Square https://doi.org/10.21203/rs.3.rs-2544385/v2

Wertsch, J. V. (1988). Vygotsky and the social formation of mind. Harvard University Press. https://doi.org/10.2307/j.ctv26071b0

Wertsch, J. V. (2002). Computer Mediation, PBL, and dialogicality. Distance Education, 23(1), 105-108. https://doi.org/10.1080/01587910220124008

Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215

Wing, J. M. (2014). Computational thinking benefits society. Social Issues in Computing- Academic Press. https://bit.ly/4esbZkm

Zeng, Y., Wang, Y. y Li, S. (2022). The relationship between teachers’ information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1091017