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Future Teacher education Lab: espaço inovador para a formação de professores

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Apresentação do Espaço FTE-lab do Instituto de Educação da Universidade de Lisboa, um projeto inovador para a formação inicial e contínua de professores do ensino básico, secundário e superior.

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Future Teacher education Lab: espaço inovador para a formação de professores

  1. 1. Future Teacher E-ducation Lab DGE, 8 jan 2016, Neuza Pedro
  2. 2. Future Teacher E-ducation Lab
  3. 3. O contexto
  4. 4. Grupo de I&D Educação, Tecnologia e Sociedade Linha de Pesquisa ‘Designing the future school’
  5. 5. O motivo
  6. 6. Teachers’ 21st-century competences and ICT attitudes are recurrently recognized as being at the heart of modernization of the classroom practices, yet much professional training is still inadequate, particularly related to innovation and teachers’ technology-supported pedagogical practices (Barton & Haydn, 2006; BECTA, 2004; EC, 2013; OECD, 2011). The efforts made to integrate technology in teachers’ training curriculum in universities are insufficient (Kay, 2006; Sutton, 2011). #1
  7. 7. International reports identify that the levels of ICT integration in teaching-learning activities were not higher in ‘Novice teachers’. Preservice teachers are moderately confident in using technology for personal purposes but they lack experiences in using classroom technologies (Sutton, 2011).
  8. 8. #2
  9. 9. O espaço
  10. 10. Público O Projeto Future Teacher E-ducation Lab assume como público-alvo PROFESSORES
  11. 11. Público O Projeto Future Teacher E-ducation Lab assume como público-alvo PROFESSORES Formação Inicial de professores ‘STEM’ . Mestrados em Ensino Informática Matemática Biologia-Geologia Física-Química Cursos de Formação Contínua . Mestrado em Educação e Tecnologias Digitais . Doutoramento TELSC
  12. 12. Público O Projeto Future Teacher E-ducation Lab assume como público-alvo PROFESSORES
  13. 13. Gestão da Utilização
  14. 14. • Reserva online (Google Calendar partilhado) Estabelecimento de prioridades • Recolha de evidências de utilização • Templates para descrição das atividades A utilização do espaço requer:
  15. 15. Princípios de base
  16. 16. Learning Space Performance Rating System (Felix & Brown, 2011) SIN conceptual model stimulation, individuality and naturalness (Barret, Davies, Zhang, Moffat & Kobbacy, 2013) Estes modelos assumem um human-centered design.
  17. 17. • Uma organização espacial promotora de múltiplas dinâmicas de atividade • Uma multiplicidade de ferramentas tecnológicas e mobiliário flexível • Preocupações com a qualidade do ambiente, em particular com temperatura, luminosidade e acústica • integração relacional com a organização e seus objetivos organizacionais O espaço tem assim:
  18. 18. BYOD
  19. 19. O financiamento
  20. 20. Baseado no apoio de parceiros
  21. 21. http://ftelab.ie.ulisboa.pt
  22. 22. Referências Barton, R., & Haydn, T. (2006). Trainee teachers’ views on what helps them to use information and communication technology effectively in their subject teaching. Journal of Computer Assisted learning, 22, 257–272. Barrett, P. Zhang, Y., Moffat, J., & Kobbacy, K. (2013). An holistic, multi-level analysis identifying the impact of classroom design on pupils' learning. Building and Environment, 59, 678–689. BECTA, (2004). Educational research into the use of ICT in initial teacher training (ITT) – a selection of abstracts and further sources. Available at http://www.secondarymathsite.co.uk/ICT/Research/ICT%20and%20ITT%20bibliography.pdf European Commission (2013). Survey of schools: ICT in Education. Available at https://ec.europa.eu/digital-agenda/en/survey-schools-ict-education Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408. Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. TeachersCollege Record, 108 (6), 1017–1054. OECD, (2011). Building a High-Quality Teaching Profession. Lessons from around the world. Retirado de http://www2.ed.gov/about/inits/ed/internationaled/background.pdf Pedro, N., Matos, J.F., Pedro, A. & Abrantes, P. (2011). Teacher skills and competence development for classrooms of the future. iTEC Project deliverable. http://itec.eun.org/c/document_library/get_file?p_l_id=10307&folderId=37321&name=DLFE-2213.pdf Sutton, S. R. (2011). The pre-service technology training experiences of novice teachers. Journal of Digital Learning in Teacher Education, 28 (1), 39-47 UNESCO (2011). ICT competency standards for teachers. Paris: United Nations Educational, Scientific and Cultural Organization. Retirado de http://cst.unescoci.org/sites/projects/cst/The%20Standards/ICT-CSTPolicy%20Framework.pdf.
  23. 23. Imensamente grata pela atenção! Neuza Pedro nspedro@ie.ulisboa.pt

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