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Design de um modelo pedagógico de formação a distância na formação contínua de magistrados
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A crescente utilização das Tecnologias de Informação e Comunicação tem vindo a possibilitar o surgimento de novos suportes de aprendizagem que visam responder às necessidades da sociedade moderna, marcando neste sentido, um papel cada vez mais dominante na educação e formação. O e-learning é, hoje, considerado um reconhecido meio de difusão de conhecimento, tendo-se progressivamente afirmado como complemento aos sistemas tradicionais de formação. Como tal, estando conscientes da importância desta forma de organização da formação no seio das estruturas formativas existentes e nos diferentes contextos profissionais, ambiciona-se com este estudo poder contribuir para a modernização das práticas formativas implementadas ao nível da formação contínua dos magistrados portugueses, através do design de um modelo pedagógico de formação a distância. Deste modo, esta investigação centra-se em Portugal, no período de 2014 a 2017, no Centro de Estudos Judiciários, dirigindo-se a uma população muito específica: os magistrados portugueses. Este estudo assume as seguintes questões de investigação: i) que necessidades e interesses estão associados à implementação de um modelo de formação a distância no domínio da formação contínua de magistrados; ii) que caraterísticas deve ter um modelo desta natureza; iii) qual o nível de adequação do modelo proposto ao contexto e ao público-alvo. Optou-se por uma metodologia de investigação associada ao paradigma pragmático, privilegiando-se uma abordagem de recolha de dados de natureza mista e um design exploratório sequencial. Neste âmbito, são estabelecidas duas fases de recolha de dados. A fase inicial consiste num processo de recolha de dados qualitativos, aos quais é dada primazia, seguindo-se a esta uma fase de recolha de dados quantitativos. Os resultados de ambos os métodos são analisados de forma conjunta na fase final do estudo. As técnicas de recolha de dados selecionadas incidiram na análise documental, entrevista e questionário. Foram realizadas 9 entrevistas em formato semiestruturado, a um total de 13 entrevistados: 3 entrevistas individuais a elementos da direção do Centro de Estudos Judiciários; 1 entrevista individual à coordenação do Departamento da Formação e 5 entrevistas em coletivo a 9 docentes pertencentes às várias áreas de jurisdição. Realizou-se ainda uma entrevista focus-group a 9 especialistas de relevo. Foram adicionalmente aplicados 130 questionários a formandos inscritos em diferentes ações de formação integradas no Plano de Formação Contínua do CEJ no ano letivo 2015/2016. Com base na análise dos dados recolhidos, pode-se constatar que é reconhecida a utilidade, viabilidade e pertinência da conceção e implementação deste modelo de formação a distância, sendo defendida como opção adequada a adoção de um regime de blended-learning, também designado de modelo híbrido.
The increasing use of Information and Communication Technologies has made possible the emergence of new learning tools as a response to the needs of modern society, assuming in this sense an increasingly dominant role in education and training. E-learning is nowadays considered a worldwide mean of knowledge dissemination, and has been progressively recognized as a complement to traditional training systems. Therefore, and bearing in mind the importance of this modality within the existing training structures of different professional contexts, the purpose of this study is to contribute to the modernization of the training practices implemented in the continuous training of Portuguese magistrates, through the design of an educational model of distance learning. Thus, this research is focused on Portugal, in the period from 2014 to 2017, in the Center of Judicial Studies, addressing a very specific population: the Portuguese magistrates. This study addresses the following research questions: i) what needs and interests are associated with the implementation of a model in the field of continuing training of magistrates; ii) what features must be such a model; iii) what is the level of adequacy of the proposed model to the context and the target audience. A research methodology associated to the pragmatic paradigm was chosen, focusing on the collection of mixed data within a sequential exploratory design. In this context, two stages of data collection are established. The initial phase consists of a process of collecting qualitative data, which is prioritized, followed by a phase of collection of quantitative data. The results of both methods are analyzed together in the final phase of the study. The selected data collection techniques were: documentary analysis, interview and questionnaire. Nine interviews were conducted in a semi structured format, with a total of 13 interviewees: 3 individual interviews with the Direction board members of the Center of Judicial Studies; 1 individual interview to the coordination of the Training Department and 5 collective interviews to 9 teachers belonging to the various areas of jurisdiction. A focus-group interview was also conducted with nine prominent experts. Online questionnaires were applied to 130 magistrates enrolled in different training courses integrated in the CEJ Continuous Training Plan for 2015/2016. Based on the analysis of the collected data, evidences were found of the usefulness, viability and pertinence of the conception and implementation of a distance learning model, being defended, as an appropriate option, the adoption of a blended-learning approach, also called hybrid model.
The increasing use of Information and Communication Technologies has made possible the emergence of new learning tools as a response to the needs of modern society, assuming in this sense an increasingly dominant role in education and training. E-learning is nowadays considered a worldwide mean of knowledge dissemination, and has been progressively recognized as a complement to traditional training systems. Therefore, and bearing in mind the importance of this modality within the existing training structures of different professional contexts, the purpose of this study is to contribute to the modernization of the training practices implemented in the continuous training of Portuguese magistrates, through the design of an educational model of distance learning. Thus, this research is focused on Portugal, in the period from 2014 to 2017, in the Center of Judicial Studies, addressing a very specific population: the Portuguese magistrates. This study addresses the following research questions: i) what needs and interests are associated with the implementation of a model in the field of continuing training of magistrates; ii) what features must be such a model; iii) what is the level of adequacy of the proposed model to the context and the target audience. A research methodology associated to the pragmatic paradigm was chosen, focusing on the collection of mixed data within a sequential exploratory design. In this context, two stages of data collection are established. The initial phase consists of a process of collecting qualitative data, which is prioritized, followed by a phase of collection of quantitative data. The results of both methods are analyzed together in the final phase of the study. The selected data collection techniques were: documentary analysis, interview and questionnaire. Nine interviews were conducted in a semi structured format, with a total of 13 interviewees: 3 individual interviews with the Direction board members of the Center of Judicial Studies; 1 individual interview to the coordination of the Training Department and 5 collective interviews to 9 teachers belonging to the various areas of jurisdiction. A focus-group interview was also conducted with nine prominent experts. Online questionnaires were applied to 130 magistrates enrolled in different training courses integrated in the CEJ Continuous Training Plan for 2015/2016. Based on the analysis of the collected data, evidences were found of the usefulness, viability and pertinence of the conception and implementation of a distance learning model, being defended, as an appropriate option, the adoption of a blended-learning approach, also called hybrid model.
Descrição
Tese de doutoramento, Educação (Tecnologia da Informação e Comunicação na Educação), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Teses de doutoramento - 2017