Teacher Training: Applicability of TDIC
The present study is part of the Academic Master's Course in Teaching of the Stricto Sensu Graduate Program - PPGEn, by the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT, 2020), Campus Cuiabá, whose objective is to reflect on teacher training and the applicability...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Instituto Federal de Educação, Ciência e Tecnologia de Mato Grosso (IFMT) |
| Repositorio: | Revista Prática Docente |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.cfs.ifmt.edu.br:article/1765 |
| Acceso en línea: | http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1765 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher training TDIC ODA Formación de profesores Formação docente |
| Sumario: | The present study is part of the Academic Master's Course in Teaching of the Stricto Sensu Graduate Program - PPGEn, by the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT, 2020), Campus Cuiabá, whose objective is to reflect on teacher training and the applicability of TDIC in pedagogical practice. The discussions were based on the view of some authors: Belloni, 2009; Freire, 1996; Moran, 2014; Coscarelli and Ribeiro, 2007; Dudeney, Hockly and Pegrum, 2016; Rojo, 2013; Santaella, 2007, among others, which corroborate the concepts of training, teaching knowledge and digital technologies. The qualitative approach and the case study were used as a method. In the development of the field investigation, the instruments used for data recording were a questionnaire, semi-structured interview and observation. From the results, we understand the relationship and use of TDIC in teacher training and the digital inclusion of both teachers and their students. We conclude that, with regard to teacher training, there is a need for dialogue about the technological culture and reflections on the potential that TDICs imply in teaching knowledge. |
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