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Percepções dos docentes acerca da inovação pedagógica em habitats digitais
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Este estudo visa analisar a relação entre as percepções dos docentes, relativamente à inovação pedagógica, e os elementos organizativos de um espaço de aprendizagem inovador entendido como habitat digital. A partir do problema e objetivo central, decorrem as questões de investigação, que permitem estreitar o foco deste trabalho de investigação: Questão 1. Quais são as percepções dos docentes acerca da inovação pedagógica com utilização de tecnologias digitais? Questão 2: De que forma as percepções do docente estão relacionadas com a organização espacial física da sala de aula? Questão 3. Como se relacionam a dimensão i) ação presencial inovadora do docente no espaço físico da sala de aula, com a dimensão ii) ação docente inovadora no espaço virtual? Questão 4. Que formação deve ter um docente para atuar em espaços de aprendizagem inovadores (nas suas dimensões física e virtual)? Na dimensão empírica, a investigação ocorre a partir de uma abordagem mista e sequencial. A recolha de dados utiliza questionário, com escala Likert disponibilizado online. O questionário foi aplicado em uma escola pública de 2º e 3º ciclos, no município de Curitiba-PR, Brasil, com cerca de 100 professores. Em um segundo momento, ocorreu uma entrevista semidiretiva. Ao final, verificou-se que os professores têm percepções variadas sobre o uso da tecnologia, a organização dos espaços de aprendizagem e as estratégias de ensino. A colaboração entre professores é promovida pelo compartilhamento de recursos tecnológicos. A configuração física das salas de aula é vista como relevante, e os professores desejam mais flexibilidade. No ambiente virtual, há desafios a serem enfrentados, mas os professores reconhecem a importância da tecnologia.
This study aims to analyze the relationship between teachers' perceptions of pedagogical innovation and the organizational elements of an innovative learning space understood as a digital habitat. Based on the central problem and objective, the research questions arise, which allow us to narrow down the focus of this research work: Question 1: What are teachers' perceptions of pedagogical innovation using digital technologies? Question 2: How are teachers' perceptions related to the physical spatial organization of the classroom? Question 3: How does dimension i) innovative face-to-face teacher action in the physical space of the classroom relate to dimension ii) innovative teacher action in the virtual space? Question 4: What training should a teacher have to work in innovative learning spaces (in their physical and virtual dimensions)? In the empirical dimension, the research is based on a mixed and sequential approach. Data was collected using a questionnaire with a Likert scale made available online. The questionnaire was administered to 100 teachers at a public secondary school in the municipality of Curitiba-PR, Brazil. The second stage was a semi-directive interview. In the end, it was found that teachers have varying perceptions of the use of technology, the organization of learning spaces and teaching strategies. Collaboration between teachers is promoted by the sharing of technological resources. The physical layout of classrooms is seen as relevant, and teachers want more flexibility in this respect. In the virtual environment, there are challenges to be faced, but teachers recognize the importance of technology.
This study aims to analyze the relationship between teachers' perceptions of pedagogical innovation and the organizational elements of an innovative learning space understood as a digital habitat. Based on the central problem and objective, the research questions arise, which allow us to narrow down the focus of this research work: Question 1: What are teachers' perceptions of pedagogical innovation using digital technologies? Question 2: How are teachers' perceptions related to the physical spatial organization of the classroom? Question 3: How does dimension i) innovative face-to-face teacher action in the physical space of the classroom relate to dimension ii) innovative teacher action in the virtual space? Question 4: What training should a teacher have to work in innovative learning spaces (in their physical and virtual dimensions)? In the empirical dimension, the research is based on a mixed and sequential approach. Data was collected using a questionnaire with a Likert scale made available online. The questionnaire was administered to 100 teachers at a public secondary school in the municipality of Curitiba-PR, Brazil. The second stage was a semi-directive interview. In the end, it was found that teachers have varying perceptions of the use of technology, the organization of learning spaces and teaching strategies. Collaboration between teachers is promoted by the sharing of technological resources. The physical layout of classrooms is seen as relevant, and teachers want more flexibility in this respect. In the virtual environment, there are challenges to be faced, but teachers recognize the importance of technology.
Descrição
Tese de doutoramento em Educação (Tecnologias de Informação e Comunicação na Educação), Universidade de Lisboa, Instituto de Educação, 2024
Palavras-chave
Teachers' perceptions Pedagogical Innovation innovative learning space digital habitat Percepções dos Professores Inovação Pedagógica espaço de aprendizagem inovador habitat digital