Formação contínua de professores e utilização das tecnologias de informação e comunicação

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Continuing teacher training is a key instrument for inducing changes in the education system, offering teachers the possibility to develop attitudes and knowledge that complement their initial training and change their professional practices. In the case of Portuguese public schools, the continuing training of ICT teachers will have been provided through the development of successive projects, programs and initiatives. However, most teachers still do not use ICT in a consistent and regular basis in educational practices involving the use of technology by students. It is suggested that the cause for this situation will be in the type of ICT training that has been provided. This study aims to understand how this training has been planned and to identify its effects on teachers' knowledge and how they mobilize ICT in teaching and learning processes. The study is of a qualitative nature and uses document analysis and on the auscultation through a semi-structured interview of trainers and teachers who taught and attended training courses. The obtained data suggest possible weaknesses in the process of diagnosis and survey of training needs, point to a formative offer has sought to satisfy the needs of the work of teachers that do not relate to teaching practices but did not significantly change the use of ICT in the classroom.
Original languagePortuguese
Title of host publicationIV Encontro Internacional de Formação na Docência (INCTE)
Subtitle of host publicationlivro de atas
EditorsManuel Vara Pires, Cristina Mesquita, Rui Pedro Lopes, Elisabete Mendes Silva, Graça Santos, Raquel Patrício, Luís Castanheira
Place of PublicationBragança
PublisherInstituto Politécnico de Bragança
Number of pages18
ISBN (Print)9789727452590
Publication statusPublished - 19 Jul 2019
Event4th International Conference on Teacher Education - Instituto Politécnico de Bragança, Bragança, Portugal
Duration: 3 May 20194 May 2019


Conference4th International Conference on Teacher Education


  • Teacher training
  • ICT
  • Teaching practices
  • Technological policies

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