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Abstract(s)
A presente dissertação, elaborada no âmbito do Mestrado em Educação e Formação na área de especialização em e-Learning e Formação a Distância, tem como propósito analisar as práticas de ensino com tecnologias digitais numa universidade pública portuguesa após a pandemia COVID-19. O trabalho foi norteado pelo seguinte problema de investigação: “Que papel têm tido as tecnologias digitais nas práticas de ensino desenvolvidas nas aulas de uma universidade portuguesa após a pandemia COVID-19?”. Partindo deste problema, foram delineadas as seguintes questões de investigação: 1) Que práticas de ensino têm sido desenvolvidas com tecnologias digitais numa universidade pública portuguesa após a pandemia COVID-19?; 2) Com que objetivos têm sido utilizadas as tecnologias digitais nas aulas realizadas nessa universidade?; 3) Para que é que as tecnologias digitais têm sido utilizadas (que atividades? Com que estratégias?) nas aulas realizadas nessa universidade?
O estudo seguiu uma abordagem metodológica de natureza qualitativa, realizado a partir da análise de registos de observação de aulas feitas por professores participantes voluntários numa iniciativa de observação de aulas entre pares numa universidade pública portuguesa. Procedeu-se à análise documental, cujo corpus foi constituído por 99 registos de observação de aulas nas quais se identificaram referências ao uso de tecnologias digitais, entre um total de 240 aulas observadas durante os anos letivos 2022/2023 e 2023/2024. Os resultados mostram que existem muitas referências à utilização de tecnologias digitais nas aulas observadas, mas estas são mencionadas em menos de 50% do total de aulas observadas. Os dados contrariam as expectativas levantadas em vários estudos de investigação sobre o que iria acontecer no período pós-pandemia COVID-19, anunciando que a experiência de ensino remoto de emergência iria levar a uma utilização regular de tecnologias digitais nas aulas. A análise de dados mostra, também, que a utilização de tecnologias digitais é feita predominantemente para suporte ao ensino e muito menos como suporte às atividades de aprendizagem, visto que apresentam ser utilizadas em sala de aula maioritariamente pelo professor como suporte à transmissão de conhecimentos.
This dissertation, written as part of the Master's Degree in Education and Training in the area of specialisation in e-Learning and at Distance Learning, aims to analyse teaching practices with digital technologies at a Portuguese public university after the COVID-19 pandemic. The guide line for this study was traced by the following research problem: ‘What role have digital technologies played in teaching practices developed in classes at a Portuguese university after the COVID-19 pandemic?’. Based on this problem, the following research questions were outlined: 1) What teaching practices have been developed with digital technologies at a Portuguese public university after the COVID-19 pandemic? 2) For what purposes have digital technologies been used in classes at this university? 3) What have digital technologies been used for (what activities? With what strategies?) in classes at this university? The study followed a methodological approach of a qualitative nature, based on the analysis of lesson observation records made by volunteer teachers participating in a peer-to-peer lesson observation initiative at a Portuguese public university. Documentary analysis was carried out, the corpus of which consisted of 99 lesson observation records in which references to the use of digital technologies were identified, out of a total of 240 lessons observed during the academic years 2022/2023 and 2023/2024.The results show that there are many references to the use of digital technologies in the lessons observed, but they are mentioned in less than 50% of the total lessons observed. The data contradicts the expectations raised in various research studies about what would happen in the post COVID-19 pandemic period, announcing that the emergency remote teaching experience would lead to a regular use of digital technologies in the classroom. The data analysis also shows that the use of digital technologies is predominantly to support teaching and much less to support learning activities, as they are mostly used in the classroom by the teacher to support the transmission of knowledge.
This dissertation, written as part of the Master's Degree in Education and Training in the area of specialisation in e-Learning and at Distance Learning, aims to analyse teaching practices with digital technologies at a Portuguese public university after the COVID-19 pandemic. The guide line for this study was traced by the following research problem: ‘What role have digital technologies played in teaching practices developed in classes at a Portuguese university after the COVID-19 pandemic?’. Based on this problem, the following research questions were outlined: 1) What teaching practices have been developed with digital technologies at a Portuguese public university after the COVID-19 pandemic? 2) For what purposes have digital technologies been used in classes at this university? 3) What have digital technologies been used for (what activities? With what strategies?) in classes at this university? The study followed a methodological approach of a qualitative nature, based on the analysis of lesson observation records made by volunteer teachers participating in a peer-to-peer lesson observation initiative at a Portuguese public university. Documentary analysis was carried out, the corpus of which consisted of 99 lesson observation records in which references to the use of digital technologies were identified, out of a total of 240 lessons observed during the academic years 2022/2023 and 2023/2024.The results show that there are many references to the use of digital technologies in the lessons observed, but they are mentioned in less than 50% of the total lessons observed. The data contradicts the expectations raised in various research studies about what would happen in the post COVID-19 pandemic period, announcing that the emergency remote teaching experience would lead to a regular use of digital technologies in the classroom. The data analysis also shows that the use of digital technologies is predominantly to support teaching and much less to support learning activities, as they are mostly used in the classroom by the teacher to support the transmission of knowledge.
Description
Dissertação de mestrado, Educação e Formação (Área de Especialidade em E-Learning e Formação a Distância), 2025, Universidade de Lisboa, Instituto de Educação
Keywords
Ensino superior Tecnologias digitais Práticas pedagógicas Competências digitais Dissertações de mestrado - 2025