Plataformas digitais como apoio ao desenvolvimento profissional docente no uso de tecnologias digitais

Abstract

This research has as object a study on digital platforms supporting teacher professional development. The changes brought about by digital technologies require changes in the teaching and learning processes, since it is necessary to rethink how to integrate them in the school context. Hence, the teacher is required to be a permanent apprentice and have a critical look at technologies, maintaining the pedagogical dimension. In this context, although there are many digital platforms that provide courses and educational materials, many teachers do not have the knowledge and skills to integrate pedagogical practices with digital technologies, expanding learning and teaching possibilities. The question that triggered this research was the following: How can digital platforms contribute to teacher professional development? The theoretical contributions to this research are based on studies on teacher professional development, digital literacy, technology and education, by authors such as Marcelo (2009), Cortelazzo (2016), Rojo (2008; 2013; 2014), Rabello and Ragueunauer (2014), Xavier (2011), Azevedo ( et al ., 2018) , Barros and Carvalho (2001), among others. This work is justified by in the digital platforms potential to support teacher practice and reflection in relation to the use of digital technologies at school, and to contribute to other studies on this subject. The general objective of this study, therefore, is to contribute to teacher professional development to use the digital platforms potential for a more effective pedagogical practice. This research is an explanatory study, of qualitative nature, through a participatory approach, since the researcher studied in the three investigated platforms. Data were collected from the three courses on digital technologies in the Schools Connected platforms, Moodle – Federal Institute of Rio Grande do Sul and PoCA – an open course portal. Their virtual learning environments, aspects related to interactivity, as well as a documentary analysis of digital teaching resources were analyzed. The results of this research indicate that the digital platforms foster teacher experience sharing.