Formación continua de docentes con tecnologías digitales para la enseñanza de la Química
This research aimed to know the reflections that emanate from a continuing education course for Chemistry teachers, based on digital technology (TD) resources. Methodologically, Research-Training and it procedural aspects were adopted in the development of research. In the course that comprise the i...
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| Formato: | Online |
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Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE)
2021
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3491 |
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Revistas en línea |
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Revistas en línea |
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Saberes y prácticas. Revista de Filosofía y Educación |
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Saberes y prácticas. Revista de Filosofía y Educación |
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I-11 |
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R-110 |
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por |
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Online |
| author |
Pascoin, Alessandro Félix Pires Carvalho, José Wilson |
| spellingShingle |
Pascoin, Alessandro Félix Pires Carvalho, José Wilson Formación continua de docentes con tecnologías digitales para la enseñanza de la Química Educación continua Tecnologías digitales Química Continuing education Digital Technologies Chemistry Formação continuada Tecnologias Digitais Química |
| author_facet |
Pascoin, Alessandro Félix Pires Carvalho, José Wilson |
| author_sort |
Pascoin, Alessandro Félix |
| title |
Formación continua de docentes con tecnologías digitales para la enseñanza de la Química |
| title_short |
Formación continua de docentes con tecnologías digitales para la enseñanza de la Química |
| title_full |
Formación continua de docentes con tecnologías digitales para la enseñanza de la Química |
| title_fullStr |
Formación continua de docentes con tecnologías digitales para la enseñanza de la Química |
| title_full_unstemmed |
Formación continua de docentes con tecnologías digitales para la enseñanza de la Química |
| title_sort |
continuing education of teachers with digital technologies for teaching chemistry |
| description |
This research aimed to know the reflections that emanate from a continuing education course for Chemistry teachers, based on digital technology (TD) resources. Methodologically, Research-Training and it procedural aspects were adopted in the development of research. In the course that comprise the instruments, production and data collection were: conversation wheel, observation, field notes, audio recording and questionnaires. In order to observe reality, develop training, understand the set of procedures and analyze the data, the inductive method was used. The results indicated different proximity and familiarity of teachers in relation to TD in their pedagogical practices, in addition, it was found that the training requirements of the teaching profession are very broad in the face of the advent of cyberculture. As for the possibilities offered in the continuing education space, they are confirmed in the sense of knowing different realities, promoting joint reflection, as well as optimizing meetings for proposing dialogues with suggestions for difficulties faced in the daily work of the school. It was found that the proposed continuing education brought contributions to the strengthening of pedagogical practices for teaching Chemistry, through actions, exchanges of experience and collaborative participation in pedagogical proposals with TD resources. |
| publisher |
Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) |
| publishDate |
2021 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3491 |
| topic |
Educación continua Tecnologías digitales Química Continuing education Digital Technologies Chemistry Formação continuada Tecnologias Digitais Química |
| topic_facet |
Educación continua Tecnologías digitales Química Continuing education Digital Technologies Chemistry Formação continuada Tecnologias Digitais Química |
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1800221090344075264 |
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I11-R110article-34912022-02-14T15:15:19Z Continuing education of teachers with digital technologies for teaching Chemistry Formación continua de docentes con tecnologías digitales para la enseñanza de la Química português Formação continuada de professores com tecnologias digitais para o ensino de Química Pascoin, Alessandro Félix Pires Carvalho, José Wilson Educación continua Tecnologías digitales Química Continuing education Digital Technologies Chemistry Formação continuada Tecnologias Digitais Química This research aimed to know the reflections that emanate from a continuing education course for Chemistry teachers, based on digital technology (TD) resources. Methodologically, Research-Training and it procedural aspects were adopted in the development of research. In the course that comprise the instruments, production and data collection were: conversation wheel, observation, field notes, audio recording and questionnaires. In order to observe reality, develop training, understand the set of procedures and analyze the data, the inductive method was used. The results indicated different proximity and familiarity of teachers in relation to TD in their pedagogical practices, in addition, it was found that the training requirements of the teaching profession are very broad in the face of the advent of cyberculture. As for the possibilities offered in the continuing education space, they are confirmed in the sense of knowing different realities, promoting joint reflection, as well as optimizing meetings for proposing dialogues with suggestions for difficulties faced in the daily work of the school. It was found that the proposed continuing education brought contributions to the strengthening of pedagogical practices for teaching Chemistry, through actions, exchanges of experience and collaborative participation in pedagogical proposals with TD resources. Esta investigación tuvo como objetivo conocer las reflexiones que emanan de un curso de educación continua para profesores de Química, basado en recursos de tecnología digital (TD). Metodológicamente, la Investigación-Capacitación y sus aspectos de procedimiento fueron adoptados en el desarrollo de la investigación. En el curso que comprende los instrumentos, la producción y la recopilación de datos fueron: rueda de conversación, observación, notas de campo, grabación de audio y cuestionarios. Para observar la realidad, desarrollar capacitación, comprender el conjunto de procedimientos y analizar los datos, se utilizó el método inductivo. Los resultados indicaron diferente proximidad y familiaridad de los docentes en relación con la TD en sus prácticas pedagógicas, además, se encontró que los requisitos de formación de la profesión docente son muy amplios ante el advenimiento de la cibercultura. En cuanto a las posibilidades ofrecidas en el espacio de educación continua, se confirman en el sentido de conocer diferentes realidades, promover la reflexión conjunta, así como optimizar reuniones para proponer diálogos con sugerencias de dificultades enfrentadas en el trabajo diario de la escuela. Se encontró que la educación continua propuesta aportó contribuciones al fortalecimiento de las prácticas pedagógicas para la enseñanza de la Química, a través de acciones, intercambios de experiencias y participación colaborativa en propuestas pedagógicas con recursos de TD. A presente pesquisa teve como objetivo conhecer as reflexões que emanam em curso de formação continuada para professores de Química, fundamentado por recursos de tecnologias digitais (TD). Metodologicamente adotou-se a Pesquisa-Formação e seus aspectos procedimentais no desenvolvimento da pesquisa. No percurso que compreendem os instrumentos, produção e coleta de dados estiveram: roda de conversa, observação, anotações de campo, gravação de áudio e questionários. A fim de observar a realidade, desenvolver a formação, compreender o conjunto de procedimentos e analisar os dados, utilizou-se o método indutivo. Os resultados indicaram diferentes proximidades e familiaridades dos professores em relação as TD em suas práticas pedagógicas, além disso, constatou-se que as exigências formativas da profissão docente são muito amplas frente ao advento da cibercultura. Quanto as possibilidades oferecidas no espaço de formação continuada, elas se confirmam no sentido de conhecer diferentes realidades, promover reflexão conjunta, bem como otimizar os encontros para proposição de diálogos com sugestões para dificuldades enfrentadas no cotidiano do trabalho escolar. Constatou-se que a formação continuada proposta trouxe contribuições para o fortalecimento de práticas pedagógicas para o ensino de Química, por meio de ações, trocas de experiência e participação colaborativa nas propostas pedagógicas com recursos de TD. Centro de Investigaciones Interdisciplinarias de Filosofía en la Escuela (CIIFE) 2021-07-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículos evaluado por pares application/pdf text/html https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3491 10.48162/rev.36.024 Saberes y prácticas. Revista de Filosofía y Educación; Vol. 6 Núm. 1 (2021): Dossier: Trayectorias docentes: experiencias e investigaciones en diálogo; 1-18 2525-2089 por https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3491/3876 https://revistas.uncu.edu.ar/ojs3/index.php/saberesypracticas/article/view/3491/3877 https://creativecommons.org/licenses/by-nc-sa/2.5/ar/ |
