Professores experientes e o uso das tecnologias digitais: mitos, crenças e práticas
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Este artigo, produzido no âmbito do projeto “Migrações digitais e inovação curricular: ressignificar a experiência e (re)encantar a profissão docente depois dos 50” (REKINDLE+50), tem por objetivo contribuir para o debate em torno da relação entre os professores experientes ou veteranos e o uso das tecnologias digitais. Do ponto de vista metodológico, trata-se de uma revisão de literatura incluindo simultaneamente questões do envelhecimento docente cruzadas com as da utilização das tecnologias na educação. Os dados tratados evidenciam alguns mitos e crenças nem sempre com fundamento, tais como a proficiência “inata” dos estudantes para as TIC e a completa e irremediável falta de apetência dos professores experientes para as questões tecnológicas. São, ainda, apresentadas algumas práticas que propiciam o desenvolvimento profissional dos docentes experientes através de ações de formação contínua, do desenvolvimento de comunidades de prática e da partilha com outros professores com menos anos de experiência profissional.
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Dotta, L. T., Monteiro, A., & Mouraz, A. (2019). Professores experientes e o uso das tecnologias digitais: mitos, crenças e práticas. EduSer, 11(1), 45–60. https://doi.org/10.34620/eduser.v11i1.124
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Referências
Abboud-Blanchard, M. m. a.-b. u.-p.-d. f., & Vandebrouck, F. v. u.-p.-d. f. (2012). Analysing Teachers' Practices in Technology Environments from an Activity Theoretical Approach. International Journal for Technology in Mathematics Education, 19(4), 159-163.
Admiraal, W., Veldman, I., Mainhard, T., & Tartwijk, J. (2019). A typology of veteran teachers’ job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education: An International Journal. doi:10.1007/s11218-018-09477-z
Alhamad, R. (2018). Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia. International Journal of Education and Literacy Studies, 6(1), 50-63.
Andersson, S. B. (2006). Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective. British Journal of Educational Technology, 37(5), 665-682. doi:10.1111/j.1467-8535.2006. 00563.x
Arnau, L., Kahrs, J., & Kruskamp, B. (2004). Peer Coaching: Veteran High School Teachers Take the Lead on Learning. NASSP Bulletin, 88(639), 26-41.
Atkinson, T. S., & O'Connor, K. A. (2007). Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers. TechTrends: Linking Research and Practice to Improve Learning, 51(3), 21-29.
Ben-Peretz, M., & McCulloch, G. (2009). International perspectives on veteran teachers: Introduction. Teachers and Teaching: Theory and Practice, 15(4), 403-408. doi:10.1080/13540600903057153
Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. doi:10.12973/ejmste/75275
Boston, M. D., & Wilhelm, A. G. (2017). Middle School Mathematics Instruction in Instructionally Focused Urban Districts. Urban Education, 52(7), 829-861.
Buabeng-Andoh, C. (2012). An Exploration of Teachers' Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology, 3(1), 36-49.
Caples, C., & McNeese, M. N. (2010). Student Misbehavior and Teacher Persistence among Beginning and Veteran Teachers. International Journal of Learning, 17(6), 427-436. doi:10.18848/1447-9494/CGP/v17i06/47105
Carrillo, C., & Flores, M. A. (2018). Veteran Teachers' Identity: What Does the Research Literature Tell Us? Cambridge Journal of Education, 48(5), 639-656.
Cau-Bareille, D. (2014). Estrategias de trabajo y dificultades de los profesores en finalización de carrera: Elementos para un enfoque bajo una perspectiva de género, 10(1), 59-78.
Chandra, V., & Mills, K. A. (2015). Transforming the Core Business of Teaching and Learning in Classrooms through ICT. Technology, Pedagogy and Education, 24(3), 285-301.
Comissão Europeia. (2018). Digital Skills & Jobs. https://ec.europa.eu/digital-single-market/en/policies/digital-skills. (Acedido em 13/03/2019).
Cuervo, Á. A. V., Armenta, J. A., Martínez, M. L. U., López, R. I. G., & Lozoya, S. V. M. (2011). Necesidades de capacitación de docentes de educación básica en el uso de las tic. (39), 211-223.
Domeny, J. V. (2017). The Relationship between Digital Leadership and Digital Implementation in Elementary Schools. ProQuest LLC.
Evans-Andris, M., Kyle, D. W., & Carini, R. M. (2006). Is Mentoring Enough? An Examination of the Mentoring Relationship in the Pilot Two-Year Kentucky Teacher Internship Program. New Educator, 2(4), 289-309.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. doi:https://doi.org/10.1016/j.tate.2005.06.007
Ibieta, A., Hinostroza, J. E. e. h. i. c., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers' professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy & Education, 26(4), 425-438. doi:10.1080/1475939X.2017.1296489
Jones, N. T. (2013). Veteran Teachers' Perceptions of the Factors Influencing the Incorporation of Advanced Technology into Their Classrooms. ProQuest LLC.
Kaloyanova, N. & Ivanova, T. Elderly teachers and ict – opportunities for active aging in the profession.Ariadna. (2013). Ariadna, 1 (1), 25-32.
Kalra, R. (2018). Experienced and Novice Teachers' Awareness and Attitudes towards ICT in Language Classroom: A study conducted in a Thai context. Arab World English Journal, 125-131. doi:10.24093/awej/call4.9
Kitchen, J. (2009). Relational Teacher Development: Growing Collaboratively in a Hoping Relationship. Teacher Education Quarterly, 36(2), 45-62.
Klieger, A. a. y.-y. c., & Yakobovitch, A. (2012). Contribution of professional development to standards implementation. Teacher Development, 16(1), 77-88. doi:10.1080/13664530.2012.674290
Kubiatko, M. (2013). The Comparison of Different Age Groups on the Attitudes toward and the Use of ICT. Educational Sciences: Theory and Practice, 13(2), 1263-1272.
Laborda, J. G., & Royo, T. M. (2009). Training senior teachers in compulsory computer based language tests. Procedia - Social and Behavioral Sciences, 1(1), 141-144. doi:https://doi.org/10.1016/j.sbspro.2009.01.026
Lakkala, M. a. I., L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. doi: 10.1016/j.compedu.2015.09.001
Legrottaglie, S., & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57-80. doi:10.1080/13664530.2016.1190783
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching & Teacher Education, 66, 171-183. doi:10.1016/j.tate.2017.04.004
McKee, P. (2016). Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.
Meister, D. G., & Ahrens, P. (2011). Resisting Plateauing: Four Veteran Teachers' Stories. Teaching and Teacher Education: An International Journal of Research and Studies, 27(4), 770-778.
Miretzky, D. (2007). A View of Research from Practice: Voices of Teachers. Theory Into Practice, 46(4), 272-280. doi:10.1080/00405840701593857
OECD. (2018a). The future of education and skills: education 2030: the future we want. Position Paper. Paris: OECD.
OECD. (2018b), Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2018-en.
Orlando, J. (2009). Understanding changes in teachers' ICT practices: a longitudinal perspective. Technology, Pedagogy and Education, 18(1), 33-44. doi:10.1080/14759390802704030
Orlando, J. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. doi:10.1080/1475939X.2013.782702
Orlando, J. (2014). Veteran Teachers and Technology: Change Fatigue and Knowledge Insecurity Influence Practice. Teachers and Teaching: Theory and Practice, 20(4), 427-439.
Paravantis, J. A. (2010). Multivariate analysis of attitudes of elementary education teachers towards the environment, computers and e-learning. International Journal of Business Studies, 18(1), 55-72.
Pearson, J. j. h. h. h. (2003). Information and Communications Technologies and Teacher Education in Australia. Technology, Pedagogy & Education, 12(1), 39-58.
Puttick, G. g. p. t. e., Drayton, B. b. d. t. e., & Karp, J. j. e. e. (2015). Digital Curriculum in the Classroom: Authority, Control, and Teacher Role. International Journal of Emerging Technologies in Learning, 10(6), 11-20. doi:10.3991/ijet. v10i6.4825
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education (CITE Journal), 15(3), 368-394.
Slick, S. (2002). Teachers Are Enthusiastic Participants in a Learning Community. Clearing House, 75(4), 198. doi:10.1080/00098650209604931
Steeg, S. M., & Lambson, D. (2015). Collaborative Professional Development. Reading Teacher, 68(6), 473-478. doi:10.1002/trtr.1338
Stone-Johnson, C. (2014). Parallel professionalism in an era of standardisation. Teachers and Teaching, 20(1), 74-91. doi:10.1080/13540602.2013.848514
Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 2671-2675. doi:https://doi.org/10.1016/j.sbspro.2010.03.393
Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement, 27(2), 205-227.
Williams, M., & Shaw, S. F. (2003). Simultaneous Renewal in the Urban Professional Development School. Professional Educator, 25(2), 67-75.
Admiraal, W., Veldman, I., Mainhard, T., & Tartwijk, J. (2019). A typology of veteran teachers’ job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education: An International Journal. doi:10.1007/s11218-018-09477-z
Alhamad, R. (2018). Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia. International Journal of Education and Literacy Studies, 6(1), 50-63.
Andersson, S. B. (2006). Newly qualified teachers’ learning related to their use of information and communication technology: a Swedish perspective. British Journal of Educational Technology, 37(5), 665-682. doi:10.1111/j.1467-8535.2006. 00563.x
Arnau, L., Kahrs, J., & Kruskamp, B. (2004). Peer Coaching: Veteran High School Teachers Take the Lead on Learning. NASSP Bulletin, 88(639), 26-41.
Atkinson, T. S., & O'Connor, K. A. (2007). Establishing Professional Development Partnerships Online: Reaching Out to Veteran Teachers. TechTrends: Linking Research and Practice to Improve Learning, 51(3), 21-29.
Ben-Peretz, M., & McCulloch, G. (2009). International perspectives on veteran teachers: Introduction. Teachers and Teaching: Theory and Practice, 15(4), 403-408. doi:10.1080/13540600903057153
Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235-245. doi:10.12973/ejmste/75275
Boston, M. D., & Wilhelm, A. G. (2017). Middle School Mathematics Instruction in Instructionally Focused Urban Districts. Urban Education, 52(7), 829-861.
Buabeng-Andoh, C. (2012). An Exploration of Teachers' Skills, Perceptions and Practices of ICT in Teaching and Learning in the Ghanaian Second-Cycle Schools. Contemporary Educational Technology, 3(1), 36-49.
Caples, C., & McNeese, M. N. (2010). Student Misbehavior and Teacher Persistence among Beginning and Veteran Teachers. International Journal of Learning, 17(6), 427-436. doi:10.18848/1447-9494/CGP/v17i06/47105
Carrillo, C., & Flores, M. A. (2018). Veteran Teachers' Identity: What Does the Research Literature Tell Us? Cambridge Journal of Education, 48(5), 639-656.
Cau-Bareille, D. (2014). Estrategias de trabajo y dificultades de los profesores en finalización de carrera: Elementos para un enfoque bajo una perspectiva de género, 10(1), 59-78.
Chandra, V., & Mills, K. A. (2015). Transforming the Core Business of Teaching and Learning in Classrooms through ICT. Technology, Pedagogy and Education, 24(3), 285-301.
Comissão Europeia. (2018). Digital Skills & Jobs. https://ec.europa.eu/digital-single-market/en/policies/digital-skills. (Acedido em 13/03/2019).
Cuervo, Á. A. V., Armenta, J. A., Martínez, M. L. U., López, R. I. G., & Lozoya, S. V. M. (2011). Necesidades de capacitación de docentes de educación básica en el uso de las tic. (39), 211-223.
Domeny, J. V. (2017). The Relationship between Digital Leadership and Digital Implementation in Elementary Schools. ProQuest LLC.
Evans-Andris, M., Kyle, D. W., & Carini, R. M. (2006). Is Mentoring Enough? An Examination of the Mentoring Relationship in the Pilot Two-Year Kentucky Teacher Internship Program. New Educator, 2(4), 289-309.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967-983. doi:https://doi.org/10.1016/j.tate.2005.06.007
Ibieta, A., Hinostroza, J. E. e. h. i. c., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers' professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy & Education, 26(4), 425-438. doi:10.1080/1475939X.2017.1296489
Jones, N. T. (2013). Veteran Teachers' Perceptions of the Factors Influencing the Incorporation of Advanced Technology into Their Classrooms. ProQuest LLC.
Kaloyanova, N. & Ivanova, T. Elderly teachers and ict – opportunities for active aging in the profession.Ariadna. (2013). Ariadna, 1 (1), 25-32.
Kalra, R. (2018). Experienced and Novice Teachers' Awareness and Attitudes towards ICT in Language Classroom: A study conducted in a Thai context. Arab World English Journal, 125-131. doi:10.24093/awej/call4.9
Kitchen, J. (2009). Relational Teacher Development: Growing Collaboratively in a Hoping Relationship. Teacher Education Quarterly, 36(2), 45-62.
Klieger, A. a. y.-y. c., & Yakobovitch, A. (2012). Contribution of professional development to standards implementation. Teacher Development, 16(1), 77-88. doi:10.1080/13664530.2012.674290
Kubiatko, M. (2013). The Comparison of Different Age Groups on the Attitudes toward and the Use of ICT. Educational Sciences: Theory and Practice, 13(2), 1263-1272.
Laborda, J. G., & Royo, T. M. (2009). Training senior teachers in compulsory computer based language tests. Procedia - Social and Behavioral Sciences, 1(1), 141-144. doi:https://doi.org/10.1016/j.sbspro.2009.01.026
Lakkala, M. a. I., L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. doi: 10.1016/j.compedu.2015.09.001
Legrottaglie, S., & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57-80. doi:10.1080/13664530.2016.1190783
Louws, M. L., Meirink, J. A., van Veen, K., & van Driel, J. H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching & Teacher Education, 66, 171-183. doi:10.1016/j.tate.2017.04.004
McKee, P. (2016). Pre-Millennial, Veteran Teacher Perceptions of Implementing A Digital Initiative into Elementary Classrooms in Three Private, Independent Schools in the Southern United States: A Transcendental Phenomenology.
Meister, D. G., & Ahrens, P. (2011). Resisting Plateauing: Four Veteran Teachers' Stories. Teaching and Teacher Education: An International Journal of Research and Studies, 27(4), 770-778.
Miretzky, D. (2007). A View of Research from Practice: Voices of Teachers. Theory Into Practice, 46(4), 272-280. doi:10.1080/00405840701593857
OECD. (2018a). The future of education and skills: education 2030: the future we want. Position Paper. Paris: OECD.
OECD. (2018b), Education at a Glance 2018: OECD Indicators, OECD Publishing, Paris. http://dx.doi.org/10.1787/eag-2018-en.
Orlando, J. (2009). Understanding changes in teachers' ICT practices: a longitudinal perspective. Technology, Pedagogy and Education, 18(1), 33-44. doi:10.1080/14759390802704030
Orlando, J. (2013). ICT-mediated practice and constructivist practices: is this still the best plan for teachers’ uses of ICT? Technology, Pedagogy and Education, 22(2), 231-246. doi:10.1080/1475939X.2013.782702
Orlando, J. (2014). Veteran Teachers and Technology: Change Fatigue and Knowledge Insecurity Influence Practice. Teachers and Teaching: Theory and Practice, 20(4), 427-439.
Paravantis, J. A. (2010). Multivariate analysis of attitudes of elementary education teachers towards the environment, computers and e-learning. International Journal of Business Studies, 18(1), 55-72.
Pearson, J. j. h. h. h. (2003). Information and Communications Technologies and Teacher Education in Australia. Technology, Pedagogy & Education, 12(1), 39-58.
Puttick, G. g. p. t. e., Drayton, B. b. d. t. e., & Karp, J. j. e. e. (2015). Digital Curriculum in the Classroom: Authority, Control, and Teacher Role. International Journal of Emerging Technologies in Learning, 10(6), 11-20. doi:10.3991/ijet. v10i6.4825
Shifflet, R., & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education (CITE Journal), 15(3), 368-394.
Slick, S. (2002). Teachers Are Enthusiastic Participants in a Learning Community. Clearing House, 75(4), 198. doi:10.1080/00098650209604931
Steeg, S. M., & Lambson, D. (2015). Collaborative Professional Development. Reading Teacher, 68(6), 473-478. doi:10.1002/trtr.1338
Stone-Johnson, C. (2014). Parallel professionalism in an era of standardisation. Teachers and Teaching, 20(1), 74-91. doi:10.1080/13540602.2013.848514
Summak, M. S., Bağlıbel, M., & Samancıoğlu, M. (2010). Technology readiness of primary school teachers: A case study in Turkey. Procedia - Social and Behavioral Sciences, 2(2), 2671-2675. doi:https://doi.org/10.1016/j.sbspro.2010.03.393
Vanblaere, B., & Devos, G. (2016). Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement, 27(2), 205-227.
Williams, M., & Shaw, S. F. (2003). Simultaneous Renewal in the Urban Professional Development School. Professional Educator, 25(2), 67-75.