Continuing training of teachers for the use of digital technologies: perceptions of teachers from public schools in the Municipality of Assú – RN
This study focuses on the analysis of continuing teacher training for the use of digital technologies in public schools in the Municipality of Assú - RN. It used a qualitative approach and was characterized by field research. Ten teachers from the initial years of Elementary School from two schools...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/18429 |
| Acesso em linha: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/18429 |
| Access Level: | acceso abierto |
| Palavra-chave: | Formação continuada de professores Tecnologias digitais Escola pública Continuing teacher training Digital technologies Public school Formación continua del profesorado Tecnologías digitales Escuela pública |
| Resumo: | This study focuses on the analysis of continuing teacher training for the use of digital technologies in public schools in the Municipality of Assú - RN. It used a qualitative approach and was characterized by field research. Ten teachers from the initial years of Elementary School from two schools located in the urban perimeter participated in the research. The semi-structured interview was the central data production technique in the investigation. As a conclusion, it is highlighted, mainly, the lack of investment in public schools regarding the continued training of teachers, especially for the use of digital technologies. The main continuing education actions, when they occur, take place sporadically, at specific times of the year, such as during the pedagogical week, or on a voluntary basis. This scenario limits the potential for innovation and the qualitative use of digital technologies in public schools. |
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