Publicação
ICT and the collaboration processes among teachers: a case study
| Resumo: | The dimension that involves collaborative work is essential for the professional development and improvement of teachers’ practices. Collaborative groups, in academic contexts, provide opportunities for exchange of experiences and articulation of practices, providing participating teachers with opportunities to learn from each other. This paper presents part of the doctoral research, developed under the Doctoral Program in Multimedia in Education, University of Aveiro, Portugal. It is a unique case study, with an emergent interpretive nature, which corresponds to the monitoring, through participant observation and interviews at the end of the process, of the use of a digital tool within a course of a Brazilian university, which occurred in the first semester of 2016 academic year. Results point to the positive perception by teachers of the importance of technologies in the context of subject, although in the collaborative work different factors have emerged, such as individual difficulties related to practice in sharing discipline, but also referring to the absence of digital skills, that influence the collaboration process as a whole. |
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| Autores principais: | Silva, Inez |
| Outros Autores: | Pedro, Luís |
| Assunto: | Tecnologias Digitais da Informação e Comunicação Trabalho Colaborativo Professores Ensino Superior Tecnologías Digitales de la Información y la Comunicación Trabajo Colaborativo Profesores Educación superior Digital Information and Communication Technologies Collaborative work Teachers Higher education |
| Ano: | 2017 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | The dimension that involves collaborative work is essential for the professional development and improvement of teachers’ practices. Collaborative groups, in academic contexts, provide opportunities for exchange of experiences and articulation of practices, providing participating teachers with opportunities to learn from each other. This paper presents part of the doctoral research, developed under the Doctoral Program in Multimedia in Education, University of Aveiro, Portugal. It is a unique case study, with an emergent interpretive nature, which corresponds to the monitoring, through participant observation and interviews at the end of the process, of the use of a digital tool within a course of a Brazilian university, which occurred in the first semester of 2016 academic year. Results point to the positive perception by teachers of the importance of technologies in the context of subject, although in the collaborative work different factors have emerged, such as individual difficulties related to practice in sharing discipline, but also referring to the absence of digital skills, that influence the collaboration process as a whole. |
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