O desenvolvimento profissional da docência na formação de professores face a utilização das tecnologias

Journal article | Zeitschriftenartikel

In this paper, we describe the contributions of instructional design and learning design approaches to pedagogical work organization of STEA – Transversal Teaching-Learning System that employs technological resources in education supported by the use of qualitative research approach and theoretical-descriptive perspectives, we compare theoretical and practical framework of instructional design and Learning Design in a Brazilian case study, which contemplates all of instructional design processes - since planning, design, implementation, execution and evaluation until formation and continuing evaluation of acting teachers. Pedagogical approach, which is the system is based on, is clearly declared and permeates all its documentation and praxis: Piaget and Vygotsky's socio-constructivists theories, Ausubel’s studies about students' previous knowing organization, Paulo Freire’s conception of autonomy and freedom, the conceptual typology of Zabala's procedural and behavioural contents, and Knowles' andragogic perspective grounds the decisions to been made during teaching process. Describes and analyses the confrontation of theoretician-practical steps of Learning Design approach with pedagogical work organization accomplished in a national teaching-learning system, which is anchored in explicit pedagogical bases, ripened through two decades of research and praxis. The study also encompasses didactical material production and complementary actions of academic research. As results, it represents the reflections about Learning Design benefits and challenges, and its contributions to innovation in educational technology field. STEA was built according to a proper, pedagogical model which its conceptual delineation embraces objectives, organization of contents and methodologies related to different knowledge areas. The elaboration of this model attends particular educational needs of two distinct communities with regard to learning characteristics: young and adult learning during high school course and the formation of educators-trainees to play their roles.

Angaben zum Objekt

• Weitere Titel: The professional development of teaching in teacher’s formation vis-a-vis the using of technologies
• Umfang: Seite(n): 394-427
• Sprache: Portugiesisch
• Anmerkungen: Status: Veröffentlichungsversion; begutachtet

Verweise und Beziehungen

• Erschienen in: ETD - Educação Temática Digital, 10(2)

Klassifikation und Themen

• Thema: Bildung und Erziehung ; Erziehungswissenschaft ; Lehre und Studium, Professionalisierung und Ethik, Organisationen und Verbände der Erziehungswissenschaft

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Piconez, Stela Conceição Bertholo ; Filatro, Andrea Cristina
• Ereignis: Veröffentlichung
• (wann): 2009

Weitere Informationen

• URN: urn:nbn:de:0168-ssoar-71944
• Rechteinformation: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Letzte Aktualisierung: 21.06.2024, 16:26 MESZ