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O papel das tecnologias digitais no processo de indução de professores : o caso da implementação de um programa de indução num agrupamento de escolas em Lisboa
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A presente dissertação, elaborada no âmbito do Mestrado em Educação e Formação, na área de
especialização em e-Learning e Formação a Distância, visa compreender que papel podem
assumir as tecnologias digitais no processo de indução de professores. O estudo foi desenvolvido
através da análise sobre o modo como as tecnologias digitais foram consideradas no desenho do
Programa de Indução desenvolvido no âmbito do Projeto LOOP - Empowering teacher’s personal,
professional and social continuous development through innovative peer-induction programes
— e na sua implementação num Agrupamento de Escolas em Lisboa. Procurou-se, também,
identificar os contributos que as tecnologias digitais podem dar para a implementação de
processos de indução de professores na perspetiva dos professores-mentores e dos professoresmentorandos.
O estudo foi orientado com base numa abordagem de natureza qualitativa, de cariz
interpretativo. Relativamente à recolha de dados, realizou-se a análise documental do Programa
de Indução LOOP e foram feitas entrevistas semiestruturadas aos professores que participaram
no Programa de Indução implementado no Agrupamento de Escolas de Lisboa selecionado para
a realização do estudo.
Os resultados mostram que a utilização de tecnologias digitais foi contemplada tanto no desenho
como na implementação do Programa de Indução, nomeadamente para pesquisar, aceder e
partilhar informações e recursos, para criar e produzir conteúdos, e para comunicar (de modo
assíncrono). Foram, também, considerados aspetos relacionados com a segurança no que se
refere ao uso de tecnologias, designadamente na recolha de imagem dos alunos, na utilização
do e-mail e nas formas de uso de palavras-passe. Verificou-se que, durante o programa de
Indução, foram usados vários dispositivos digitais (telemóvel, computador e tablet) e várias
ferramentas e recursos digitais para a realização de diversas atividades de interação e
colaboração entre professores-mentores e professores-mentorandos. Em síntese, constatou-se
que as tecnologias digitais podem ter um papel importante no desenvolvimento de processos
de indução de professores, designadamente no que se refere ao suporte à colaboração docente,
à melhoria das competências digitais para ensinar e à facilitação das práticas de mentoria e
relação mentor-mentorando, constituindo um meio de divulgação do trabalho realizado, um
recurso de avaliação do trabalho desenvolvido, e um suporte à formação. No âmbito do
Programa de Indução LOOP, segundo os professores entrevistados, o uso de tecnologias
contribuiu para: a aprendizagem profissional a partir da articulação que foi possível estabelecer
entre as dimensões pedagógica e digital no processo formativo dos professores, levando à
criação de novos hábitos pelos professores; bem como para poupar tempo, energia e recursos;
e para aumentar a produtividade e eficiência das atividades desenvolvidas.
This dissertation, prepared within the scope of the Master's in Education and Training, in the area of specialization in e-Learning and Distance Training, aims to understand what role digital technologies can play in the teacher induction process. The study was developed through the analysis of how digital technologies were considered in the design of the Induction Program developed within the scope of the LOOP Project - Empowering teachers' personal, professional and social continuous development through innovative peer-induction programs — and in its implementation in a Group of Schools in Lisbon. We also sought to identify the contributions that digital technologies can make to the implementation of teacher induction processes from the perspective of mentor teachers and mentor teachers. The study was guided based on a qualitative, interpretative approach. Regarding data collection, a documentary analysis of the LOOP Induction Program was carried out and semi-structured interviews were carried out with teachers who participated in the Induction Program implemented in the Lisbon School Group selected to carry out the study. The results show that the use of digital technologies was included in both the design and implementation of the Induction Program, namely to search, access, and share information and resources, to create and produce content, and to communicate (asynchronously). Aspects related to security were also considered about the use of technologies, namely the collection of students' images, the use of e-mail, and the ways in which passwords are used. It was found that, during the Induction program, several digital devices (mobile phone, computer, and tablet) and various digital tools and resources were used to carry out various interaction and collaboration activities between teacher-mentors and teacher-mentors. In summary, it was found that digital technologies can play an important role in the development of teacher induction processes, particularly concerning supporting teacher collaboration, improving digital teaching skills, and facilitating mentoring and mentor-mentee relationships, constituting a means of disseminating the work carried out, a resource for evaluating the work carried out, and supporting training. Within the scope of the LOOP Induction Program, according to the interviewed teachers, the use of technologies contributed to: professional learning based on the articulation that was possible to establish between the pedagogical and digital dimensions in the teachers' training process, leading to the creation of new habits by teachers; as well as to save time, energy and resources; and to increase the productivity and efficiency of the activities carried out.
This dissertation, prepared within the scope of the Master's in Education and Training, in the area of specialization in e-Learning and Distance Training, aims to understand what role digital technologies can play in the teacher induction process. The study was developed through the analysis of how digital technologies were considered in the design of the Induction Program developed within the scope of the LOOP Project - Empowering teachers' personal, professional and social continuous development through innovative peer-induction programs — and in its implementation in a Group of Schools in Lisbon. We also sought to identify the contributions that digital technologies can make to the implementation of teacher induction processes from the perspective of mentor teachers and mentor teachers. The study was guided based on a qualitative, interpretative approach. Regarding data collection, a documentary analysis of the LOOP Induction Program was carried out and semi-structured interviews were carried out with teachers who participated in the Induction Program implemented in the Lisbon School Group selected to carry out the study. The results show that the use of digital technologies was included in both the design and implementation of the Induction Program, namely to search, access, and share information and resources, to create and produce content, and to communicate (asynchronously). Aspects related to security were also considered about the use of technologies, namely the collection of students' images, the use of e-mail, and the ways in which passwords are used. It was found that, during the Induction program, several digital devices (mobile phone, computer, and tablet) and various digital tools and resources were used to carry out various interaction and collaboration activities between teacher-mentors and teacher-mentors. In summary, it was found that digital technologies can play an important role in the development of teacher induction processes, particularly concerning supporting teacher collaboration, improving digital teaching skills, and facilitating mentoring and mentor-mentee relationships, constituting a means of disseminating the work carried out, a resource for evaluating the work carried out, and supporting training. Within the scope of the LOOP Induction Program, according to the interviewed teachers, the use of technologies contributed to: professional learning based on the articulation that was possible to establish between the pedagogical and digital dimensions in the teachers' training process, leading to the creation of new habits by teachers; as well as to save time, energy and resources; and to increase the productivity and efficiency of the activities carried out.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em e-Learning e Formação a Distância), 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Tecnologias digitais Professores - Formação Indução Dissertações de mestrado - 2023