Desenvolvimento profissional dos professores
: estudo de caso no âmbito da COIED

  • Celina Araújo Lajoso (Student)

Student thesis: Master's Thesis

Abstract

In a society that claims knowledge as a source of growth and development of professional, personal, human and relational skills and abilities, it must urgently originate structures and initiatives that provide resources for citizens to promote the development of a “critical mass” capable of reacting to the globalization and the consequent resulting challenges. The Internet and the ICT have been providing a key role in the scenery of learning and on the emergence of a new paradigm of professional development, where online environments are viewed as enriching spaces of sharing and distance collaboration, offering new learning opportunities and struggling against digital illiteracy. Therefore, the theoretical framing that guided this theoretical corpus study, alongside with the construction of the research methodological corpus, gave structure and explain the relevance of a whole bet around this theme that has, as purpose, gauging the potential of the online conferences in the promotion of professional learning of teachers. And so, in an unprecedented initiative in Portugal, the Online Computer Education Conference (COIED) was conceived. To enable this study and initiative, the physical and logical architecture of the support platform were conceived, involving diverse and complex dimensions of technology-mediated collaboration. Based on methodological single case study and using qualitative and quantitative techniques, including content analysis, the interactions generated by the 885 entries, the main results suggest that these events enhance the acquisition of new knowledge and contribute to the professional development of educational agents, promoting the network connections and online informal learning opportunities. The analysis of the collected data allowed us to understand the benefits of achievement and participation in online conferences, permitting also the identification of the limitations experienced by the participants, primarily associated with technological problems. Based on the obtained data, we designed a model that explains the participation in online conferences, in its various dimensions and possible levels of impact of participation in professional development of teachers. In this exploratory case study a new formation conception emerged, with huge potential in the distance.
Date of AwardJul 2011
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorAntónio Andrade (Supervisor)

Keywords

  • Lifelong learning
  • Informal learning
  • Online learning environments
  • Teachers professional development
  • Online conference

Designation

  • Mestrado em Ciências da Comunicação

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