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Abstract(s)
As diretrizes que apontam caminhos para a melhoria da qualidade do
ensino superior têm assumido o domínio tecnológico como uma competência
basilar para a docência. Esta realidade é ainda mais eminente no ensino a distância,
onde ter conhecimentos e competências específicas para utilizar equipamentos
técnicos e procedimentos digitais, que permitam o tratamento e a difusão de con teúdos disciplinares de forma eficaz, é imprescindível. No entanto, face à evolução
dos métodos de ensino e às naturais alterações dos perfis dos estudantes que
chegam ao ensino superior, é legítimo pensar se é expectável que esta capacidade
seja transversal a todos os docentes, mesmo os que trabalham apenas no ensino
presencial, ou se é mais decisiva nos cursos a distância. Com o estudo que aqui se
apresenta, pretendeu-se conhecer a perceção de docentes do ensino superior no
que se refere às competências tecnológicas que os mesmos entendem como mais valiosas para a modalidade em EaD, por comparação com o ensino presencial.
Assim, seguindo-se um paradigma misto, realizou-se um estudo de caso a partir dos
dados obtidos, através de inquéritos realizados a professores da Escola Superior de
Educação e Ciências Sociais do Politécnico de Leiria. Pela sua análise, percebeu-
-se que os docentes entendem que a capacidade para integrar adequadamente as
tecnologias digitais na sua atividade letiva, quer esta decorra no ensino presencial
quer aconteça no ensino a distância, é, de uma forma geral, de extrema importância, sendo ligeiramente superior quando se trata de cursos em que os estudantes
e os docentes se encontram espacial ou temporalmente afastados.
The guidelines that point out the way to improve the quality of higher education have taken technological domain as a basic competence for teaching. This reality is even more relevant in distance learning, in which having specific knowledge and skills to use technical equipment and digital procedures, allowing the processing and dissemination of disciplinary content eectively, is indispensable. However, given the evolution of teaching methods and the natural changes in the profiles of students getting higher education, it is legitimate to wonder whether it is expected this ability to be transversal to all teachers, even those who work only in face-to-face teaching, or whether it is more pervasive in distance learning courses. The purpose of the study presented was to find out the perception of higher education teachers regarding the technological abilities they consider more valuable for DE compared to face-to-face teaching. Thus, following a mixed paradigm, a case study was carried out based on data obtained through surveys conducted alongside professors at the School of Education and Social Sciences of the Polytechnic University of Leiria. The analysis showed that teachers believe that the ability to properly integrate digital technologies into their teaching methods, whether this takes place in face-to-face teaching or at a distance, is, in general, extremely important, being slightly more important when it comes to courses in which students and teachers are spatially or temporally distant.
The guidelines that point out the way to improve the quality of higher education have taken technological domain as a basic competence for teaching. This reality is even more relevant in distance learning, in which having specific knowledge and skills to use technical equipment and digital procedures, allowing the processing and dissemination of disciplinary content eectively, is indispensable. However, given the evolution of teaching methods and the natural changes in the profiles of students getting higher education, it is legitimate to wonder whether it is expected this ability to be transversal to all teachers, even those who work only in face-to-face teaching, or whether it is more pervasive in distance learning courses. The purpose of the study presented was to find out the perception of higher education teachers regarding the technological abilities they consider more valuable for DE compared to face-to-face teaching. Thus, following a mixed paradigm, a case study was carried out based on data obtained through surveys conducted alongside professors at the School of Education and Social Sciences of the Polytechnic University of Leiria. The analysis showed that teachers believe that the ability to properly integrate digital technologies into their teaching methods, whether this takes place in face-to-face teaching or at a distance, is, in general, extremely important, being slightly more important when it comes to courses in which students and teachers are spatially or temporally distant.
Description
Keywords
Ensino a distância Ensino presencial Ensino superior Competências dos professores Tecnologias digitais Distance learning Classroom teaching University education Teachers’ abilities Digital technologies
Pedagogical Context
Citation
Publisher
Edições Almedina