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As TIC na educação pré-escolar : interesses e necessidades de formação dos educadores de infância
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Orientador(es)
Resumo(s)
A formação dos educadores de infância tem sido tema de questionamento
permanente ao longo da evolução dos sistemas educativos. No entanto, a aceitação
universal do valor estratégico da formação em Portugal, só nos anos 90 deu lugar ao
início da reflexão sobre a formação contínua.
É um facto que a introdução das Tecnologias de Informação e Comunicação
(TIC) na formação dos educadores está contemplada em vários diplomas e é uma
preocupação da política educativa, mas os impactos não surgem de imediato e os
educadores levam algum tempo a adoptá-los na sua prática pedagógica.
Este trabalho teve como principal preocupação estudar as vantagens da
integração das TIC na educação pré-escolar e a percepção que os educadores têm
do papel que estes recursos desempenham no desenvolvimento das crianças.
Como objectivos, visou identificar as necessidades de formação contínua dos
educadores de infância, no âmbito das TIC, e ainda de que modo os anos de serviço,
a formação inicial e a formação complementar influenciam as opiniões dos
educadores face à introdução/utilização das TIC nas suas práticas pedagógicas.
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 de entrevistas semi-estruturadas a uma
amostra de educadores e da análise do seu conteúdo, emergiram um conjunto de
categorias sobre a opinião que os educadores têm relativamente à integração das
TIC no currículo, à sua utilização nas práticas pedagógicas e quais os seus interesses
e necessidaes de formação.
Posteriormente, estes dados foram utilizados na construção do Questionário
de Opinião dos Educadores de Infância (QOEI).
Dos resultados obtidos e à luz do enquadramento teórico em que se baseou
este estudo, é possível concluir que os educadores revelam atitudes positivas face
às TIC e têm interesse em frequentar acções de formação, desde que as mesmas
respondam às suas necessidades de formação (introdução adequada das tecnologias
no currículo e nas práticas pedagógicas). Relativamente à influência que as variáveis “anos de serviço", “formação
inicial" e “formação complementar" podem ter no modo como os educadores
percepcionam a introdução/utilização das TIC nas suas práticas pedagógicas, os
resultados parecem revelar que, apesar de existirem diferenças, a maioria dos
educadores, independentemente dessas variáveis, considera todas as categorias
importantes no seu desempenho profissional, ao ter como objectivo a sua valorização
pessoal e profissional e a qualidade da educação pré-escolar.
Preschool teachers education has been an ongoing issue throughout the development of educational systems. However, it was only in the 1990s that the strategic value of such education was generally accepted in Portugal and people started to think about the importance of in-service teacher trainning. There is no doubt that Information and Communication Technology (ICT) is being introduced into preschool teachers education as prescribed in several resolutions and it is a concern of educational policies, but the impact is not immediate and teachers take some time to include them in their pedagogical practices. This paper is a study of the advantages of ICT integration in preschool education and the perception of preschool teachers of the role of these resources in the child's development. This paper aims to identify the needs of in-service preschool teachers within the field of ICT, and also in what way years of practice, pre-service training and other upgraded training can influence their professional development. Thus, we have developed a mixed research approach, using both qualitative and quantitative data collection techniques to ensure depth and rigour to the report. Firstly, we conducted interviews with several preschool teachers and analysed their contents, from which a number of categories emerged about their opinions on the integration of ICT in the syllabus, their use in pedagogical practices and their training interests and needs. This data was then used to construct a questionnaire. From these results and within the theoretical framework of this study, we can conclude that preschool teachers take a positive attitude towards ICT and are interested in participating in workshops, but only if these respond to their needs (proper introduction of the technologies in the syllabus and in pedagogical practices). As far as the influence the variables “years of practice”, “pre-service training” and “upgrade training” can have in the way preschool teachers perceive the use of ICT in their pedagogical practices, the results seem to reveal that, though there are differences, the majority of teachers, independently of these variables, consider all categories important to their professional performance, and their main goal is their personal and professional development as well as the quality of preschool education.
Preschool teachers education has been an ongoing issue throughout the development of educational systems. However, it was only in the 1990s that the strategic value of such education was generally accepted in Portugal and people started to think about the importance of in-service teacher trainning. There is no doubt that Information and Communication Technology (ICT) is being introduced into preschool teachers education as prescribed in several resolutions and it is a concern of educational policies, but the impact is not immediate and teachers take some time to include them in their pedagogical practices. This paper is a study of the advantages of ICT integration in preschool education and the perception of preschool teachers of the role of these resources in the child's development. This paper aims to identify the needs of in-service preschool teachers within the field of ICT, and also in what way years of practice, pre-service training and other upgraded training can influence their professional development. Thus, we have developed a mixed research approach, using both qualitative and quantitative data collection techniques to ensure depth and rigour to the report. Firstly, we conducted interviews with several preschool teachers and analysed their contents, from which a number of categories emerged about their opinions on the integration of ICT in the syllabus, their use in pedagogical practices and their training interests and needs. This data was then used to construct a questionnaire. From these results and within the theoretical framework of this study, we can conclude that preschool teachers take a positive attitude towards ICT and are interested in participating in workshops, but only if these respond to their needs (proper introduction of the technologies in the syllabus and in pedagogical practices). As far as the influence the variables “years of practice”, “pre-service training” and “upgrade training” can have in the way preschool teachers perceive the use of ICT in their pedagogical practices, the results seem to reveal that, though there are differences, the majority of teachers, independently of these variables, consider all categories important to their professional performance, and their main goal is their personal and professional development as well as the quality of preschool education.
Descrição
Tese de Mestrado em Ciências de Educação (Área de Especialização em Tecnologias Educativas) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2003
Palavras-chave
Teses de mestrado - 2003 Educação pré-escolar Tecnologias da informação e da comunicação Educadores de infância Formação contínua