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As tecnologias no 1º ciclo em alunos com necessidades educativas especiais : identificação de necessidades de formação contínua dos professores
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Orientador(es)
Resumo(s)
Este estudo tem como objectivo principal identificar os interesses e as necessidades de
formação contínua dos professores ao nível do domínio das TIC, para a integração de alunos
do 1º ciclo com necessidades educativas especiais.
Assim, desenvolvemos uma abordagem de investigação mista, recorrendo a técnicas de
recolha e análise de dados qualitativas e quantitativas, para que a combinação dos métodos
pudesse conferir ao estudo profundidade e rigor.
Num primeiro momento, através da ficha de recolha de dados aplicada a uma amostra
de (59) professores do 1º ciclo, seleccionou-se os sete sujeitos que iriam ser entrevistados e
que tinham crianças com NEE integradas nas suas salas de aula.
Posteriormente recorrendo a entrevistas semi-estruturadas que foram sujeitas a análise
de conteúdo, emergiu um conjunto de categorias sobre as opiniões dos professores,
relativamente à integração de crianças com NEE nas suas salas de aula e ao uso que fazem das
TIC no currículo e na sua prática pedagógica, bem como, sobre os seus interesses e
necessidades de formação, a este nível.
Dos resultados obtidos e à luz do enquadramento teórico em que se baseou este estudo,
é possível concluir que os professores revelam atitudes positivas face às TIC e têm interesse
em frequentar acções de formação, desde que as mesmas respondem às suas necessidades de
formação. Neste sentido, consideram imperativo que esta formação tenha em consideração a
articulação entre os conhecimentos de natureza teórica e os de carácter prático, surgindo
ambos como factores essenciais da promoção do desenvolvimento da competência pedagógica
dos professores.
The main goal of this study is to identify teachers' continuous learning ICT needs and interests, to respond to integration of children with special educational needs, in the first level of compulsory education. So, we have developed a mixed investigation method, using qualitative and quantitative techniques of data gathering and analysis, in order that this combination gave to the study depth and severity. In a first moment, seven primary teachers had been interviewed. They had been selected among 59 colleagues. The most important criterion to select these teachers was to have children with special educational needs integrated in their classrooms. After, protocols of semi-structured interviews had been subject to a contents analysis, and categories had emerged on teachers' views, concerning children's integration with special educational needs in their classrooms and the used of ICT in curriculum and in teaching practice, as well as, on their learning interests and needs, at this level. It's possible to conclude, from results and theoretical framework of this study, that teachers have positive attitudes regarding ICT and have interest in attending training courses, since the same ones corresponds their learning needs. To this respect, they consider essential that this training has taken into consideration links between theoretical knowledge and practice, whereby both aspects are essential to promoting teachers' competencies development.
The main goal of this study is to identify teachers' continuous learning ICT needs and interests, to respond to integration of children with special educational needs, in the first level of compulsory education. So, we have developed a mixed investigation method, using qualitative and quantitative techniques of data gathering and analysis, in order that this combination gave to the study depth and severity. In a first moment, seven primary teachers had been interviewed. They had been selected among 59 colleagues. The most important criterion to select these teachers was to have children with special educational needs integrated in their classrooms. After, protocols of semi-structured interviews had been subject to a contents analysis, and categories had emerged on teachers' views, concerning children's integration with special educational needs in their classrooms and the used of ICT in curriculum and in teaching practice, as well as, on their learning interests and needs, at this level. It's possible to conclude, from results and theoretical framework of this study, that teachers have positive attitudes regarding ICT and have interest in attending training courses, since the same ones corresponds their learning needs. To this respect, they consider essential that this training has taken into consideration links between theoretical knowledge and practice, whereby both aspects are essential to promoting teachers' competencies development.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Tecnologias em Educação) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Necessidades educativas especiais Tecnologia educativa Ensino básico (1º ciclo) Professores - Formação