In a post-pandemic context, the need to effectively adapt to the changes of an accelerated digitalization, and to develop pedagogical strategies that can meet multiple educational needs, has created enormous pressure on teachers´ performance. The teaching profession currently faces the challenge of welcoming students with the most diverse profiles and needs, while promoting the development of their skills and attitudes, in a personalized and differentiating approach. The response to this challenge involves the acquisition of new professional and pedagogical skills: the discovery of new digital tools, the exploration of their didactic potential and the implementation of new, more active, inclusive, engaging, and effective pedagogical practices, as recommended by the European DigCompEdu framework and by the Portuguese legislation. Following these guidelines, this study aims to understand the perceived impact of digital teaching training on the development of pedagogical practices and the logic of pedagogical action resulting from the use of digital tools as a way of meeting different needs and a way of developing students' skills and attitudes, as referenced in the Portuguese framework, PASEO. Following a mixed research methodology, 153 teachers from Basic and Secondary Education were consulted, through the online application of a questionnaire designed for this purpose, focusing on the theme of the study, integrating open and closed questions. The quantitative data were subject to descriptive and inferential analysis, using IBM SPSS software (version 28) and the qualitative data were subject to content analysis. The results reveal that the mastery of digital skills and tools by teachers seems to impact their pedagogical practices, since there is a generalized perception, transversal to all teachers who participated in the study, regarding the importance of using digital tools for the development of student´s skills and attitudes, considering them effective and meaningful learning experiences. Among the most frequently mentioned uses, the use of digital tools to develop the ability to self-regulate learning, to produce creative content (in different formats), and to foster active involvement, motivation, and collaborative work among students, stands out. This study has implications for pedagogical and organizational practices, in the sense that only widespread and consolidated Digital Teaching Training will transform teachers into the main drivers of the necessary educational transformation and renewal, either in Portugal, or around the world.
Date of Award | 19 Jul 2024 |
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Original language | Portuguese |
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Awarding Institution | - Universidade Católica Portuguesa
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Supervisor | Diana Soares (Supervisor) |
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- Digital skills
- Digital teacher training
- DigCompEdu
- Pedagogical practices
- Digital tools
- Mestrado em Ciências da Educação
A capacitação digital docente e o seu impacto no desenvolvimento das aprendizagens
Pereira, C. N. D. V. S. (Student). 19 Jul 2024
Student thesis: Master's Thesis