Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline
This paper presents a training journey, mediated by digital technologies, set in the discipline of Teaching Methodology, which is part of the initial training of the Physics teacher, through the distance education modality, at the University of Brasília. The aim was to redefine the offer of a hybrid...
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/37939 |
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I10-R316-article-37939 |
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ojs |
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Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Training journeys Meaningful learning Learning arcs Hybrid learning Digital technologies Jornadas formativas Aprendizagem significativa Arcos de aprendizagem Aprendizagem híbrida Tecnologias digitais |
| spellingShingle |
Training journeys Meaningful learning Learning arcs Hybrid learning Digital technologies Jornadas formativas Aprendizagem significativa Arcos de aprendizagem Aprendizagem híbrida Tecnologias digitais Ferreira, Marcello Oliveira Portugal, Khalil Alves de Oliveira, Achilles Sousa Rodrigues Duarte, Ingrid de Silva Filho, Olavo Leopoldino da Goulart Ferreira, Deise Mazzarella Mill, Daniel Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline |
| topic_facet |
Training journeys Meaningful learning Learning arcs Hybrid learning Digital technologies Jornadas formativas Aprendizagem significativa Arcos de aprendizagem Aprendizagem híbrida Tecnologias digitais |
| author |
Ferreira, Marcello Oliveira Portugal, Khalil Alves de Oliveira, Achilles Sousa Rodrigues Duarte, Ingrid de Silva Filho, Olavo Leopoldino da Goulart Ferreira, Deise Mazzarella Mill, Daniel |
| author_facet |
Ferreira, Marcello Oliveira Portugal, Khalil Alves de Oliveira, Achilles Sousa Rodrigues Duarte, Ingrid de Silva Filho, Olavo Leopoldino da Goulart Ferreira, Deise Mazzarella Mill, Daniel |
| author_sort |
Ferreira, Marcello |
| title |
Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline |
| title_short |
Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline |
| title_full |
Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline |
| title_fullStr |
Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline |
| title_full_unstemmed |
Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline |
| title_sort |
training journeys mediated by digital technologies in the initial formation of the physics teacher: reflections from the experience in a teaching methodology discipline |
| description |
This paper presents a training journey, mediated by digital technologies, set in the discipline of Teaching Methodology, which is part of the initial training of the Physics teacher, through the distance education modality, at the University of Brasília. The aim was to redefine the offer of a hybrid learning experience, methodologically structured from notions of formative journeys in learning cycles and arcs. The approach chosen was that of an experience report members of the teaching team and other professionals who contributed to the development and evaluation of the model, carried out from a (re)analysis of the recordings of the synchronous meetings, the scrutiny of the results of the application and re-application of the profile survey questionnaire, the experiences and learning and the results of student performance. Despite the deleterious effects of the Covid-19 Pandemic, it was possible to clearly detect evidence of significant learning, materialized in the works presented at the end of the course. This result, by itself, justifies the model developed, induces the (re)application in different contexts and encourages the adoption of critical and disruptive reflections about the ways of teaching and learning in higher education and, in particular, in the area of Physics. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/37939 |
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I10-R316-article-379392023-09-12T16:59:40Z Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline Jornadas formativas mediadas por tecnologias digitais na formação inicial do professor de Física: reflexões a partir da experiência em uma disciplina de Metodologia do ensino Ferreira, Marcello Oliveira Portugal, Khalil Alves de Oliveira, Achilles Sousa Rodrigues Duarte, Ingrid de Silva Filho, Olavo Leopoldino da Goulart Ferreira, Deise Mazzarella Mill, Daniel Training journeys Meaningful learning Learning arcs Hybrid learning Digital technologies Jornadas formativas Aprendizagem significativa Arcos de aprendizagem Aprendizagem híbrida Tecnologias digitais This paper presents a training journey, mediated by digital technologies, set in the discipline of Teaching Methodology, which is part of the initial training of the Physics teacher, through the distance education modality, at the University of Brasília. The aim was to redefine the offer of a hybrid learning experience, methodologically structured from notions of formative journeys in learning cycles and arcs. The approach chosen was that of an experience report members of the teaching team and other professionals who contributed to the development and evaluation of the model, carried out from a (re)analysis of the recordings of the synchronous meetings, the scrutiny of the results of the application and re-application of the profile survey questionnaire, the experiences and learning and the results of student performance. Despite the deleterious effects of the Covid-19 Pandemic, it was possible to clearly detect evidence of significant learning, materialized in the works presented at the end of the course. This result, by itself, justifies the model developed, induces the (re)application in different contexts and encourages the adoption of critical and disruptive reflections about the ways of teaching and learning in higher education and, in particular, in the area of Physics. Este artigo apresenta uma jornada formativa, mediada por tecnologias digitais, ambientada na disciplina de Metodologia do Ensino integrante da formação inicial do professor de Física, pela modalidade EaD, na Universidade de Brasília. Teve como intuito ressignificar a oferta de uma experiência de aprendizagem híbrida, metodologicamente estruturada a partir de noções de jornadas formativas em ciclos e arcos de aprendizagem. A abordagem escolhida foi aquela de um relato de experiência de integrantes da equipe docente e outros profissionais que contribuíram com o desenvolvimento e a avaliação do modelo, realizada a partir de uma (re)análise das gravações dos encontros síncronos, do escrutínio dos resultados de aplicação e reaplicação do questionário de sondagem de perfil, das experiências e aprendizagens e dos resultados de desempenho dos estudantes. A despeito dos efeitos deletérios da Pandemia de Covid-19, foi possível detectar, claramente, indícios de aprendizagem significativa, concretizada nos trabalhos apresentados ao seu final. Esse resultado, por si só, justifica o modelo desenvolvido, induz a (re)aplicação em contextos diversos e anima a adoção de reflexões críticas e disruptivas acerca dos modos de ensinar e aprender na educação superior e, em particular, na área de Física. Asociación de Profesores de Física de la Argentina 2022-06-14 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/37939 10.55767/2451.6007.v34.n1.37939 Journal of Physics Teaching; Vol. 34 No. 1 (2022): January - June; 129-150 Revista de Enseñanza de la Física; Vol. 34 Núm. 1 (2022): Enero - Junio; 129-150 Revista de Enseñanza de la Física; v. 34 n. 1 (2022): Janeiro - Junho; 129-150 2250-6101 0326-7091 10.55767/2451.6007.v34.n1 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/37939/37909 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/37939/37959 http://creativecommons.org/licenses/by-nc-nd/4.0 |