A importância do desenvolvimento da competência digital no âmbito da formação inicial de professores de Inglês
DOI:
https://doi.org/10.30827/dreh.22.2024.29690Resumo
No atual contexto educativo português, a política oficial exige aos professores proficiência no uso de tecnologias digitais. No entanto, a decisão de proporcionar formação em competência digital aos professores estagiários fica ao critério das Instituições de Ensino Superior. Dessa forma, existe a possibilidade de futuros professores ingressarem na profissão sem terem adquirido níveis básicos de competência digital pedagógica. Reconhecendo a necessidade de aprimorar a competência digital dos professores estagiários, foi desenvolvido um Módulo de Competência Digital, especificamente destinado a futuros professores de Inglês como Língua Estrangeira, no âmbito dos Mestrados em Ensino na Universidade de Coimbra, com base no quadro teórico DigCompEdu. Subsequentemente, realizou-se um estudo qualitativo transversal, para avaliar a perceção dos professores estagiários sobre a sua competência digital. Os resultados evidenciaram que esta nova unidade curricular não só familiarizou os futuros professores com ferramentas e recursos desconhecidos, como também os capacitou, para uma integração crítica e criativa dessas ferramentas nas suas práticas pedagógicas. Em resumo, o estudo aponta para a necessidade de uma agenda digital dedicada aos programas de formação inicial de professores.
Downloads
Referências
Amhag, L.; Hellström, L.; Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35, 203-220. https://doi.org/10.1080/21532974.2019.1646169
Amhag, L.; Hellström, L.; Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35, 203-220. https://doi.org/10.1080/21532974.2019.1646169
Bennett, S.; Maton, K.; Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
Braun, V.; Clarke, V. (2023). Thematic analysis. In Cooper, H.; Coutanche, M. N.; McMullen, L. M.;
Panter, A. T.; Rindskopf, D.; Sher, K. J. (Eds.), APA handbook of research methods in psychology: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 65–81). American Psychological Association.
Brown, C. (2014). Pedagogy and the new literacies in higher education. In Denzin, N. K.; Smith, L. T. (Eds.), The SAGE Handbook of Qualitative Research (pp. 792-805). Los Angeles (USA): SAGE.
https://doi.org/10.4018/978-1-5225-3417-4.ch044
Bryman, A. (2016). Social Research Methods (5TH Edition). Oxford (UK): Oxford University Press.
Çebi, A.; Reisoğlu, I. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research, 9(2), 294-308.
Denzin, N. K.; Lincoln, Y. S. (Eds.). (2018). The SAGE Handbook of Qualitative Research (5th ed.). Los Angeles, CA (USA): Sage.
Elstad, E.; Christophersen, K. (2017). Perceptions of digital competency among student teachers: Contributing to the development of student teachers' instructional self-efficacy in technology-rich classrooms. Education Sciences, 7(1), 1-15. https://doi.org/10.3390/educsci7010027
Ertmer, P. A.; Ottenbreit-Leftwich, A.; Sadik, O.; Sendurur, E.; Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
Ertmer, P. A.; Ottenbreit-Leftwich, A.; York, C. S. (2007). Exemplary Technology-Using Teachers: Perceptions of Factors Influencing Success. Journal of Computing in Teacher Education, 23(2), 55-61.
Eurydice. (2019). Digital Education at School in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
Garzón-Artacho, E.; Sola-Martínez, T.; Romero-Rodríguez, J. Gómez-García, G. (2021). Teachers' perceptions of digital competence at the lifelong learning stage. Heliyon, 7(7), e07513. https://doi.org/10.1016/j.heliyon.2021.e07513
Giæver, T.H.; McDonagh, A.; Mifsud, L.; Milton, J. (2021). Digital Competence in Teacher Education across Europe. Special Issue. Nordic Journal of Comparative and International Education, 5 (4), 1-4. http://doi.org/10.7577/njcie.4604
Gudmundsdottir, G. B.; Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
Harris, J.; Hofer, M. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
Haşlaman, T.; Atman Uslu, N.; Mucu, F. (2023). Development and in-depth investigation of pre-service teachers’ digital competencies based on DigCompEdu: a case study. Quality & Quantity, 13, 1-26. doi: 10.1007/s11135-023-01674-z
Howard, S. K.; Tondeur, J.; Ma, J.; Yang, J. (2021). What to teach? Strategies for developing digital competency in pre-service teacher training. Computers & Education, 165, s. p., 104149.
https://doi.org/10.1016/j.compedu.2021.104149
Instefjord, E.; Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45.
INTEF (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado) (2022). Aula Virtual INTEF. Madrid (España): Gobierno de España, Ministerio de Educación y Formación Profesional. https://formacion.intef.es/tutorizados_2022/
Kirschner, P. A.; De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135-142. https://doi.org/10.1016/j.tate.2017.06.001
Koehler, M. J.; Mishra, P.; Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
Leming, T.; Johanson, L. B. (2023). ‘And then I check to see if it looks legit’ - digital critical competence in teacher education. Frontiers in Education, 8(1137563). https://doi.org/10.3389/feduc.2023.1137563
Mishra, P.; Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
OCDE. (2022). Trends Shaping Education 2022 (2nd ed.). Paris (Francia): OECD Publishing.
Pettersson, F. (2018). On the issues of digital competence in educational contexts-a review of literature. Education and Information Technologies, 23(3), 1105-1021. https://doi.org/10.1007/s10639-017-9649-3
Prensky, M. (2001). Digital natives, digital immigrants, part 1. On the Horizon, 9(5), 1-6. https://doi.org/10.1108/10748120110424816
Presidência do Conselho de Ministros (2020), Plano para a Transição Digital. In: Diário da República, n.º 78. https://dre.pt/dre/detalhe/resolucao-conselho-ministros/30-2020-132133788
Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. In Punie, Y. (Ed.), Publications Office of the European Union (pp. 1-95). Luxembourg: Publications Office of the European Union.
Reisoglu, I. (2021). How Does Digital Competence Training Affect Teachers' Professional Development and Activities? Technology, Knowledge and Learning, 27, 721-748. https://doi.org/10.1007/s10758-021-09501-w
Roca, E. (2019). Entrevista al Director del Departamento de Educación de la OCDE, Andreas Schleicher, realizada por el Presidente del Consejo Escolar del Estado, Enrique Roca. Participación Educativa, 6(9), 5-14. https://dialnet.unirioja.es/servlet/articulo?codigo=7449793
Struck, M.; Yoon, S. (2019). Shifting pre-service teachers' beliefs: Toward critical connected learning. The International Journal of Information and Learning Technology, 36(5), 410-422. https://doi.org/10.1108/IJILT-06-2018-0066
Tárraga-Mínguez, R.; Gómez-Marí, I. (2023). La accesibilidad cognitiva en el punto de mira. Análisis de una experiencia de futuros docentes sobre la evaluación del entorno. Aula de Encuentro, 25(1), 109-130. https://doi.org/10.17561/ae.v25n1.7253
Tondeur, J.; van Braak, J.; Sang, G.; Voogt, J.; Fisser, P.; Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134-144. https://doi.org/10.1080/1475939X.2016.1163283
Voogt, J.; McKenney, S. (2017). TPACK in Teacher Education: Are We Preparing Teachers to Use Technology for Early Literacy? Technology, Pedagogy and Education, 26(1), 69-83. ERIC Number: EJ1126435
