Distance learning in teacher education: emergency, quality benchmarks, public policies, and the pedagogical practice

Felipe Bezerra de Medeiros Dantas Duarte; Marlécio Maknamara

doi:10.4025/actascieduc.v38i1.27311

Distance learning in teacher education: emergency, quality benchmarks, public policies, and the pedagogical practice

Authors

Felipe Bezerra de Medeiros Dantas Duarte Universidade Federal do Rio Grande do Norte
Marlécio Maknamara Universidade Federal do Rio Grande do Norte

DOI:

https://doi.org/10.4025/actascieduc.v38i1.27311

Keywords:

distance education, teacher education, Brazilian educational scenario

Abstract

This paper was inspired by the growth and appreciation that Distance Education (DE) has taken in recent decades in the training of teachers in Brazil. Our main goal is to point transformations regarding distance Education in Brazil, especially in teacher education. Through that, we brought what is being debated these last years about Distance Education. From the results we can say that current transformations in the Brazilian educational scenario, particularly in teacher training and distance education show us that they need to be better understood. Reflecting about many issues DE has, we may conclude that clearly we need more research to answer many of our continuing questions, especially regarding formative needs and teacher learning in the Distance Education context.

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Author Biographies

Felipe Bezerra de Medeiros Dantas Duarte, Universidade Federal do Rio Grande do Norte

Licenciado em Ciências Biológicas pela Universidade Federal do Rio Grande do Norte (UFRN) e Mestrando do Programa de Pós-Graduação em Educação da UFRN.
Marlécio Maknamara, Universidade Federal do Rio Grande do Norte

Professor do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal do Rio Grande do Norte (UFRN). Membro do Grupo de Pesquisa “Ensino de Ciências e Cultura”/UFRN

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Published

2016-01-01

Issue

Vol. 38 No. 1 (2016): Jan.-Mar.

Section

Teachers' Formation and Public Policy

License

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How to Cite

Distance learning in teacher education: emergency, quality benchmarks, public policies, and the pedagogical practice. (2016). Acta Scientiarum. Education, 38(1), 61-68. https://doi.org/10.4025/actascieduc.v38i1.27311