Digital resources in the training of science teacher: enlargement sense

Authors

  • Alessandra Rodrigues Universidade Federal de Itajubá
  • Mikael Frank Rezende-Junior
  • Rita de Cássia M. T. Stano

DOI:

https://doi.org/10.17979/reipe.2015.0.06.165

Keywords:

science education, teacher training, ICT, curriculum

Abstract

This work is the result of a research with students of a master's program in Science Teaching offered by a Brazilian public university within a research line named "Information and Communication Technology in Science Education". We have studied the academic production of two classes, totaling 7 graduate students (teachers working at public and private schools either in basic and higher education). Such production aimed at establishing a digital portfolio, using a blog as a platform. The analysis show: a) a gradual process of technological appropriation; b) unfolding the technology appropriation and application of the resources in the teaching practice of the graduate students; c) intensification of the interaction beyond the classroom; d) expansion of the initial proposal. Thus it is emphasized that digital tools constitute a valuable resource for teacher training and can instigate the pedagogical use of technologies in Science Education.

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Published

2015-11-10

How to Cite

Rodrigues, A., Rezende-Junior, M. F., & Stano, R. de C. M. T. (2015). Digital resources in the training of science teacher: enlargement sense. Revista De Estudios E Investigación En Psicología Y Educación, (06), 047–051. https://doi.org/10.17979/reipe.2015.0.06.165

Issue

Vol. Extr., núm. 06 (2015) - XIII CIG-PP

Section

XIII Congreso Internacional G-P de Psicopedagogía. Área 6: FORMACIÓN DE PROFESORES Y AGENTES EDUCATIVOS

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