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Ambientes educativos inovadores : visão sobre o espaço, metodologias e o valor da formação contínua
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Resumo(s)
A presente investigação vista compreender de que forma as Salas de Aula do Futuro (SAF)
ou Ambientes Educativos Inovadores (AEI) transformaram o trabalho dos professores, quais
as suas novas preocupações e qual o papel e influencia que a formação teve para a utilização
e a dinamização das suas aulas nestes ambientes. Este estudo incide numa realidade
específica do AEI - ICL@b “Innovative Classroom Lab” do Centro de Formação EduFor em
Mangualde. Para atingir os objetivos desta investigação recorreu-se à metodologia do Focus
Group realizado a um conjunto de professores, escolhidos aleatoriamente, que cumpriam o
requisito de serem utilizadores frequentes do AEI em análise. Após a análise dos dados,
concluiu-se que o AEI a nível do espaço físico cumpre com as orientações de natureza
ambiental. A taxa de ocupação da sala é bastante elevada o que impossibilita uma maior
utilização por estes e outros professores. Constatou-se que a utilização do espaço requer mais
tempo para a preparação das aulas e que tira vantagem do trabalho colaborativo entre
docentes. As estratégias utilizadas pelos professores são variadas e recorrem às tecnologias
disponibilizadas no AEI. Para estarem atualizados realçam a importância da formação,
discordando, no entanto, quanto ao tipo de formação que assumem impacto mais positivo
sobre o seu trabalho.
This present research aims to understand how FCL impacts teachers work, what are their concerns, their role and influence of lifelong learning had in their work when they were using these spaces. This study is about a specific FCL - ICL@b “Innovative Classroom Lab” of the EduFor teacher training center located at Mangualde (Portugal). To achieve the goals of this investigation, the Focus Group methodology was applied to a group of teachers, randomly chosen, who fulfilled the requirement of being regular users of this specific FCL. After analyzing the data, it was concluded that the physical space of the FCL, complies with environmental guidelines. The occupancy rate of this FCL is quite high, which makes it difficult for these and other teachers to use it often. It was found that, at a working level, it requires more time to prepare the classes and made very clear the importance of having collaborative work between teachers. The strategies used by teachers varies and they use technologies that are available at FCL. To be updated, they emphasize the importance of lifelong training, but they disagree as to the type of training they think has a more positive impact on their work.
This present research aims to understand how FCL impacts teachers work, what are their concerns, their role and influence of lifelong learning had in their work when they were using these spaces. This study is about a specific FCL - ICL@b “Innovative Classroom Lab” of the EduFor teacher training center located at Mangualde (Portugal). To achieve the goals of this investigation, the Focus Group methodology was applied to a group of teachers, randomly chosen, who fulfilled the requirement of being regular users of this specific FCL. After analyzing the data, it was concluded that the physical space of the FCL, complies with environmental guidelines. The occupancy rate of this FCL is quite high, which makes it difficult for these and other teachers to use it often. It was found that, at a working level, it requires more time to prepare the classes and made very clear the importance of having collaborative work between teachers. The strategies used by teachers varies and they use technologies that are available at FCL. To be updated, they emphasize the importance of lifelong training, but they disagree as to the type of training they think has a more positive impact on their work.
Descrição
Dissertação de Mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Ambientes educativos inovadores Educação permanente Metodologias de ensino Professores Teses de mestrado - 2021