O Professor do séc. XXI e o uso das aplicações informáticas
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2013
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Com este projeto pretendemos dar relevância a algumas ideias que emergem da observação diária da prática profissional da investigadora no sentido em que os professores não usam as TIC nas suas práticas pedagógicas e quando o fazem, essas práticas não são pedagogicamente muito consistentes.
Assim, foi apontada como questão de partida: Está o professor do século XXI disponível para utilizar e rentabilizar as aplicações informáticas disponíveis nas redes profissionais das escolas?
Assim, procurámos um referencial teórico de estudo sobre as novas competências pessoais e profissionais que o professor do século XXI deve possuir para ser capaz de dar resposta às exigências das escolas de hoje; da disponibilidade do professor do séc. XXI para a utilização das aplicações informáticas e de como as aplicações informáticas contribuem para melhorar o trabalho do professor do século XXI.
O plano de resolução foi direcionado em três áreas: o ser professor, as aplicações informáticas disponíveis na rede da escola e a avaliação dos alunos, visando a implementação de várias ações que propõem-se superar os problemas encontrados e promover a melhoria da profissionalidade dos docentes.
With this research we intend to give prominence to some ideas that emerge from daily observation of researcher’s professional practice in the way that observed teachers do not use in general ICT in their daily teaching work and when they try to do it, these practices are not pedagogically very consistent. Based on this observation, the following question was identified as the investigation starting point: Is the XXI century teacher available to use and take profit of the software applications available in the schools professional networks? Thus, we seek a theoretical baseline study on new personal and professional skills that the XXI century teacher must possess to be able to meet the demands of today's schools; XXI century teacher’s availability to use computer application and how computer applications are contributing to improve XXI century teacher’s daily work. The resolution plan was directed in three areas: being a teacher, computer applications available on the school network and student assessment. This plan is aimed to implement several actions intended to overcome the problems encountered and promote the improvement of teacher’s professional skills.
With this research we intend to give prominence to some ideas that emerge from daily observation of researcher’s professional practice in the way that observed teachers do not use in general ICT in their daily teaching work and when they try to do it, these practices are not pedagogically very consistent. Based on this observation, the following question was identified as the investigation starting point: Is the XXI century teacher available to use and take profit of the software applications available in the schools professional networks? Thus, we seek a theoretical baseline study on new personal and professional skills that the XXI century teacher must possess to be able to meet the demands of today's schools; XXI century teacher’s availability to use computer application and how computer applications are contributing to improve XXI century teacher’s daily work. The resolution plan was directed in three areas: being a teacher, computer applications available on the school network and student assessment. This plan is aimed to implement several actions intended to overcome the problems encountered and promote the improvement of teacher’s professional skills.
Descrição
Orientação: Ana Paula Silva
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EDUCAÇÃO, EDUCATION, TECNOLOGIAS DA INFORMAÇÃO E COMUNICAÇÃO, INFORMATION AND COMMUNICATION TECHNOLOGIES, PROFESSORES, TEACHERS, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, DESENVOLVIMENTO PROFISSIONAL, PROFESSIONAL DEVELOPMENT