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Professores utilizadores das TIC em contexto educativo : estudo de caso numa escola secundária
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Orientador(es)
Resumo(s)
A presente investigação visou conhecer os aspectos que condicionam os professores
na utilização das TIC com os alunos. Discriminaram-se aspectos pessoais e profissionais
inerentes aos professores, aspectos contextuais inerentes à escola de pertença e aspectos
relacionados com a formação recebida, para verificar se apresentam relação significativa com
a utilização educativa de tecnologias. Procurou-se também apurar que formação de
professores poderá estimular esse uso.
A opção recaiu sobre um tipo de estudo de natureza interpretativa, mais
concretamente um estudo de caso numa escola secundária. Numa primeira etapa, recorreu-se
a técnicas quantitativas (questionário de resposta fechada a todos os professores) para
recolher informação que permita identificar os mencionados aspectos. Numa segunda etapa,
recorreu-se à utilização de técnicas de natureza qualitativa (entrevista semi-dirigida a seis
docentes), para aprofundar a interpretação dos resultados obtidos através do questionário.
Os resultados do trabalho realizado mostraram que há aspectos de natureza pessoal (o
Sexo), de natureza profissional (o Agrupamento) e de natureza contextual (relativos à escola)
associados significativamente a diferenças na utilização de tecnologias. Destes, destacam-se
sobretudo os aspectos relacionados com o contexto da escola e as condições materiais e
humanas que oferece. Verificou-se que o clima de trabalho em conjunto e a dinamização de
actividades de formação se associam a diferenças significativas na utilização das TIC com os
alunos, por parte dos docentes. No entanto, também se comprovou que os hábitos de trabalho
com os alunos se revelam ainda pouco regulares e as actividades desenvolvidas, pouco
diversificadas.
Constatou-se que a formação oferecida pela escola (a nível interno) se coloca quase
exclusivamente ao nível da iniciação à manipulação de meios informáticos e concluiu-se
sobre a necessidade de impor uma nova dinâmica formativa com vista à preparação dos
docentes para a exploração pedagógica desses meios. Sugere-se a exploração das
potencialidades de modalidades e estratégias de formação que contemplem as vertentes da
investigação, acção e reflexão com vista à aproximação entre a formação e a investigação (M.
Esteves, 1999; T. Estrela, 2001).
This investigation aimed to identify what are the aspects that affect teachers when using ICT with their pupils. Teachers' personal and professional experiences; the context of the school in which they are currently employed; and related aspects of their training, were analysed in order to verify the existence of any significant relation influencing their educational use of technologies. It also attempted to identify what kinds of teacher training will stimulate such use. The choice was to do an interpretative study, more precisely a case study in a secondary school. The first step was to use quantitative methods (closed answer questionnaire to all the teachers) to gather information to identify the above mentioned aspects. The second step was to use qualitative methods (semi-directed interview with six teachers), to get a deeper and more detailed interpretation of the results obtained through the questionnaire. The results of this work showed there are aspects of a personal nature (gender), of a professional nature (the curriculum area taught) and of a contextual nature (related to the school) which are significantly associated with the differences in the use of technologies. Among these, stand out those which are related to the school context and the material and human conditions it has to offer. It was verified that an environment which promotes team-work and the development of teacher-training activities are associated with significant differences in the teachers' use of ICT with their pupils. Nevertheless, it was also proved that the working habits with pupils are still not very regular and the activities developed are not very diverse. It was verified that the training offered by the school (at internal level) is almost exclusively at the level of initial manipulation of informatics tools and it was concluded that there is a need to impose a new dynamic aiming to train teachers for the pedagogical exploration of these tools. It is suggested the exploration of the potential of training strategies and models which contemplate investigation, action and reflection fields in order to bring training and investigation closer together. (M. Esteves, 1999; T. Estrela, 2001).
This investigation aimed to identify what are the aspects that affect teachers when using ICT with their pupils. Teachers' personal and professional experiences; the context of the school in which they are currently employed; and related aspects of their training, were analysed in order to verify the existence of any significant relation influencing their educational use of technologies. It also attempted to identify what kinds of teacher training will stimulate such use. The choice was to do an interpretative study, more precisely a case study in a secondary school. The first step was to use quantitative methods (closed answer questionnaire to all the teachers) to gather information to identify the above mentioned aspects. The second step was to use qualitative methods (semi-directed interview with six teachers), to get a deeper and more detailed interpretation of the results obtained through the questionnaire. The results of this work showed there are aspects of a personal nature (gender), of a professional nature (the curriculum area taught) and of a contextual nature (related to the school) which are significantly associated with the differences in the use of technologies. Among these, stand out those which are related to the school context and the material and human conditions it has to offer. It was verified that an environment which promotes team-work and the development of teacher-training activities are associated with significant differences in the teachers' use of ICT with their pupils. Nevertheless, it was also proved that the working habits with pupils are still not very regular and the activities developed are not very diverse. It was verified that the training offered by the school (at internal level) is almost exclusively at the level of initial manipulation of informatics tools and it was concluded that there is a need to impose a new dynamic aiming to train teachers for the pedagogical exploration of these tools. It is suggested the exploration of the potential of training strategies and models which contemplate investigation, action and reflection fields in order to bring training and investigation closer together. (M. Esteves, 1999; T. Estrela, 2001).
Descrição
Tese de Mestrado em Ciências da Educação (Área de Formação de Professores) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2004
Palavras-chave
Teses de mestrado - 2004 Tecnologias de informação Professores - Formação - Portugal Escola secundária Tecnologias de comunicação Estudos de caso