Teacher knowledge: insights for continuing education in Southern Brazil

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Published: 2024-08-05
Updated: 2024-08-05
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2024-08-05 (4)
DOI: https://doi.org/10.17163/alt.v19n2.2024.08
Keywords:
ICT, TPACK, participatory action research, technological innovation, mediation, cultural tools

Main Article Content

Fabiana Diniz Kurtz
Universidade Regional do Noroeste do Estado do Rio Grande do Sul
https://orcid.org/0000-0001-8946-7480
Denilson Rodrigues da Silva
Universidade RegionaUniversidad Regional Integrada del Alto Uruguay y Misiones
https://orcid.org/0000-0001-9264-6842
Maria Cristina Pansera de Araújo
Universidade Regional do Noroeste do Estado do Rio Grande do Sul
https://orcid.org/0000-0002-2380-6934

Abstract

The pandemic caused by Covid-19 has caused education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students and teachers to the so-called learning deficit at all levels. Considering the essential dialogue between the university, through its teacher education courses and the basic education school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation from a double perspective, as a means and an end. Means, through the proposed teaching methodology, integrated with technology with a view to changes and innovation in the work processes of basic education teachers when implemented. End, considering the pedagogical products generated after implementing the methodology, digital learning objects that, by nature, encompass different technologies for learning purposes. Furthermore, through the effective participation of teachers linked to the action research proposal, the results suggest the effectiveness of teaching resignification, made possible by continuing education, regarding their role as mediators and curators of the pedagogical process, aware that their knowledge of teacher involves the content, pedagogical and technological dimensions, as well as the role of information and communication technologies as an integral part of their pedagogical work.

Article Details

Issue
Vol. 19 No. 2 (2024): (July-December 2024): Research Competence in Education: Challenges and Opportunities.
Section
MISCELLANEOUS SECTION
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Author Biographies

Fabiana Diniz Kurtz, Universidade Regional do Noroeste do Estado do Rio Grande do Sul

She has a PhD in Science Education from the Regional University of the Northwest of the State of Rio Grande do Sul (UNIJUÍ), where she also works as a professor of the Literature Course and Collaborating Professor of the Postgraduate Program in Science Education (PPGEC). Currently, she is developing a post-doctoral internship in Scientific and Technological Education at URI Santo Ângelo. Completed her doctorate abroad, in the sandwich doctorate format alongside the PhD in ICT in Education, at the University of Lisbon, with a CAPES scholarship. Has a Master's degree in Linguistics from the Federal University of Santa Maria (UFSM), where also graduated with a degree in Languages (Portuguese-English). She is leader of the "Mongaba" Research Group: Education, Languages ​​and Technology. Member of the National Association of Postgraduate Studies and Research in Education (ANPED) since 2014, she has experience and works in the area of ​​Teacher Training with an emphasis on Digital Information and Communication Technologies in education, Distance Education, Applied Linguistics, Teaching English for Academic Purposes. Link Research Gate: Fabiana Kurtz on ResearchGate

Denilson Rodrigues da Silva, Universidade RegionaUniversidad Regional Integrada del Alto Uruguay y Misiones

Denilson Rodrigues da Silva has been a full-time professor at the Regional Integrated University of Alto Uruguay and Missions (URI - Santo Ângelo) since 2001. He holds a bachelor's degree in Information Systems from the Franciscan University Center - UNIFRA/UFN (1998), a master's degree in Computer Science from the Pontifical Catholic University of Rio Grande do Sul - PUCRS (2000), and a PhD in Education in the Sciences from the University of Northwest of Rio Grande do Sul State - UNIJUÍ (2020). In addition to undergraduate teaching, he is a permanent faculty member of the Graduate Program in Scientific and Technological Teaching (PPGEnCT), focusing on the research line of "Information Technology and Science Education". His expertise lies in Computer Science, with emphasis on Computational Thinking, Educational Informatics, Educational Robotics, Knowledge Discovery in Databases, Information Systems, Object-Oriented Programming, Artificial Intelligence, Algorithms, and Data Structures. In 2023, he began a postdoctoral fellowship at UNIJUÍ (supported by FAPERGS/CNPQ) researching "Computational Thinking in Teacher Education

Maria Cristina Pansera de Araújo, Universidade Regional do Noroeste do Estado do Rio Grande do Sul

Es licenciada en Ciencias Biológicas por la Universidad de Vale do Rio dos Sinos (1978), máster en Genética y Biología Molecular por la Universidad Federal de Rio Grande do Sul (1981) y doctor en Genética y Biología Molecular por la Universidad de Vale do Rio dos Sinos (1978). Universidad Federal de Rio Grande do Sul Sur (1997). Actualmente es profesor de la Universidad Regional del Noroeste del Estado de Rio Grande do Sul y profesor del Programa de Postgrado en Educación Científica de la Universidad Regional del Noroeste del Estado de Rio Grande do Sul. Miembro fundador de la Asociación Brasileña Asociación de Enseñanza de la Biología (SBEBIO). Coordinador del Grupo Interdepartamental de Investigación en Educación Científica (GIPEC-UNIJUI). Editor jefe de la Revista Contexto & Educação. Es parte de REDLAECIN. Tiene experiencia en el área de Educación, con énfasis en Métodos y Técnicas de Enseñanza, trabajando principalmente en los siguientes temas: educación, currículo, formación docente, enseñanza de ciencias y biología, educación ambiental, salud y biodiversidad.

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