Implementação de Programas Online de Desenvolvimento Profissional de Professores: Perspectivas do Professor de Educação Física
DOI:
https://doi.org/10.47197/retos.v57.105406Palavras-chave:
Implementation, Perception, Physical Education, Teacher Professional DevelopmentResumo
Um foco atual na educação é a importância de desenvolver o profissionalismo entre os professores de educação física para atender às demandas e desafios da educação física no século XXI. Vários desafios enfrentados pelos professores de educação física na implementação de programas de desenvolvimento profissional online incluem acesso limitado à tecnologia, interação social reduzida e dificuldades em avaliar e fornecer feedback imediato. Desafios adicionais que requerem investigação mais aprofundada incluem a relevância do conteúdo e a sua adaptação especificamente ao currículo de educação física e aos contextos práticos. A relevância da compreensão dos professores de educação física sobre os programas de desenvolvimento profissional online envolve a concepção e melhoria do programa, o crescimento e a eficácia profissional, a implementação e adopção, a política e a defesa. Este estudo tem como objetivo explorar as perspectivas de professores de educação física sobre a participação em programas de desenvolvimento profissional online. O método utilizado é a pesquisa quantitativa com desenho quantitativo descritivo. A tecnologia de amostragem utilizada é a amostragem censitária, envolvendo todos os membros da população no inquérito, incluindo assim 245 professores de toda a Indonésia que participam no programa de desenvolvimento online. Os resultados mostram que mais de 80% dos participantes conseguiram receber e assimilar o material fornecido pelos instrutores através de um Sistema de Gestão de Aprendizagem (LMS) durante a duração especificada do programa online de desenvolvimento de professores. Na verdade, mais de 75% dos participantes conseguiram não ser perturbados por problemas de rede na sua área. Foram relatadas diferenças significativas além dessas porcentagens, incluindo diferenças em faixas etárias, experiência de ensino e localização geográfica. Outras conclusões deste estudo revelam que mais de 50% dos participantes não estavam interessados no programa online de desenvolvimento de professores. Os factores que causam esta falta de interesse incluem a interacção social limitada, a fadiga digital, a desconfiança na eficácia e as limitações na tecnologia e no acesso à Internet. As implicações práticas destas descobertas são melhorar a interatividade, abordar a fadiga digital, melhorar a relevância do conteúdo e fornecer suporte tecnológico. As futuras direções de investigação sobre este tema incluem estudos longitudinais para avaliar o impacto a longo prazo dos programas de aprendizagem online nas práticas de ensino e nos resultados de aprendizagem, com o objetivo de identificar mudanças e melhorias contínuas nas práticas de ensino.
Palavras-chave: Implementação, Percepção, Educação Física, Desenvolvimento Profissional Docente
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