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Um estudo sobre a influência da formação nos índices de utilização efectiva das TIC e na auto-eficácia dos professores
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Orientador(es)
Resumo(s)
Hoje em dia as Tecnologias de Informação e Comunicação são amplamente utilizadas nas
escolas europeias. Apesar disso, é difícil assegurar que estejam a ser utilizadas com
propósitos que signifiquem uma melhoria do ensino e aprendizagem. Estudos recentes
referem que a grande maioria dos professores não usa os computadores nas práticas
curriculares e, quando o fazem, simplesmente utilizam a tecnologia como se se tratasse de
uma ferramenta tradicional. Esta situação verifica-se porque os professores alegam
deparar-se com grandes dificuldades, referindo não possuir preparação específica e
adequada para utilizar as TIC. Este estudo liga-se, por conseguinte, à problemática do uso
dos computadores por parte dos professores em contexto de ensino e aprendizagem, às suas
causas e ao modo como o modelo utilizado na formação contínua de professores pode ou
não contribuir para o uso efectivo das TIC nas suas práticas profissionais. A nível
metodológico foi utilizado neste estudo um design pré-experimental de abordagem mista;
nele participaram 50 professores. Para efeito da pesquisa empírica foi concebido e validado
um questionário que foi enviado a todos os professores antes da formação, após a formação
e dois meses após o términus da formação. Utilizou-se também a análise de conteúdo em
documentos obtidos na formação. A formação foi realizada de acordo com o modelo f@r
tendo por base a Moodle e ferramentas do Google. Os resultados mostraram que a
formação contínua de professores, revela efeitos favoráveis na preparação dos docentes,
contribuindo para melhorar o seu sentido de auto-eficácia e aumentando os seus níveis de
utilização das TIC nas práticas profissionais, sendo tais efeitos mais notórios em análises
subsequentes ao final da formação. Conclui-se igualmente, que se registavam fortes
correlações entre os dois constructos em análise, o sentido de auto-eficácia dos professores
e os seus índices de utilização das tecnologias. Os resultados encontrados permitem
igualmente atestar a estabilidade dos efeitos e associações encontradas. Foi igualmente
possível analisar em que dimensões das actividades profissionais docentes é que as
tecnologias tendem a ser mais utilizadas, salientando-se no estudo como predominantes a
preparação das actividades de ensino e aprendizagem.
Nowadays the Information and Education Technologies are widely used in European schools. However, it is difficult to ensure that they are being used towards the betterment of learning and education. Recent studies indicate that most teachers don't use computers in curricular practices and, when they do, they simply use technology as if it were a traditional tool. This situation arises from teachers stating that they meet with great hardships in this area, referring a lack of specific and adequate preparation for dealing with the ICT. This study is therefore connected to the problem of computer usage by teachers in a context of teaching and learning, to its causes and to how the model used in the continuous training of teachers may or may not contribute to the effective use of ICT in their professional practices. In this study, at the methodological level, a pre-experimental design of mixed approach was used; in it, 50 teachers participated. For purposes of empirical research, a questionnaire was designed and validated to be then sent to all participating teachers before and after training, and then two months after its completion. Also used was Content Analysis in documents obtained during training. Training was carried out according to the f@r model, based on Moodle and Google's tools. Results show that continuous teacher training is favorable to their preparation, that it enhances their sense of self-efficiency and increases the use of ICT in teaching practices. These effects are especially notorious in the analysis made after the training ended. It can also be concluded that there is a strong correlation between both constructs under analysis, teacher‟s sense of self-efficiency and how much they used the technology. The results also allow us to attest the stability of the found effects and associations. Finally, it was also possible to analyze in which areas of professional teaching activities the technologies were most used; teaching and learning activity preparations were most predominant.
Nowadays the Information and Education Technologies are widely used in European schools. However, it is difficult to ensure that they are being used towards the betterment of learning and education. Recent studies indicate that most teachers don't use computers in curricular practices and, when they do, they simply use technology as if it were a traditional tool. This situation arises from teachers stating that they meet with great hardships in this area, referring a lack of specific and adequate preparation for dealing with the ICT. This study is therefore connected to the problem of computer usage by teachers in a context of teaching and learning, to its causes and to how the model used in the continuous training of teachers may or may not contribute to the effective use of ICT in their professional practices. In this study, at the methodological level, a pre-experimental design of mixed approach was used; in it, 50 teachers participated. For purposes of empirical research, a questionnaire was designed and validated to be then sent to all participating teachers before and after training, and then two months after its completion. Also used was Content Analysis in documents obtained during training. Training was carried out according to the f@r model, based on Moodle and Google's tools. Results show that continuous teacher training is favorable to their preparation, that it enhances their sense of self-efficiency and increases the use of ICT in teaching practices. These effects are especially notorious in the analysis made after the training ended. It can also be concluded that there is a strong correlation between both constructs under analysis, teacher‟s sense of self-efficiency and how much they used the technology. The results also allow us to attest the stability of the found effects and associations. Finally, it was also possible to analyze in which areas of professional teaching activities the technologies were most used; teaching and learning activity preparations were most predominant.
Descrição
Tese de mestrado, Educação (Tecnologias da Informação e Comunicação e Educação), Universidade de Lisboa, Instituto de Educação, 2010
Palavras-chave
Tecnologias da informação e comunicação - Portugal TIC Formação contínua de professores Auto-eficácia Teses de mestrado - 2010