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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Detalles Bibliográficos
Autores principales: 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
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Asociación de Profesores de Física de la Argentina 2022
Materias:
Training journeys
Meaningful learning
Learning arcs
Hybrid learning
Digital technologies
Jornadas formativas
Aprendizagem significativa
Arcos de aprendizagem
Aprendizagem híbrida
Tecnologias digitais
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/37939
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
Descripción
Sumario: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.

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