<b>Relationship between continuing education and technological resources in the perception of higher education teachers

DOI: https://doi.org/10.4025/actascieduc.v40i1.37198
Keywords: teacher perception, degree in mathematics, autobiographies.

Abstract

The look of this study turned to the autobiographies of professors of the Mathematics Courses of private higher education institutions in Curitiba. The main objective of the research was to investigate teachers’ perceptions about the relationship between continuing education and technological resources and to develop the following specific objectives: to analyze teacher’s perceptions about the use of technological resources in continuing education and to examine how teachers understand the use of such technologies in the relationship between teacher and student in the teaching-learning process. The methodology used was a bibliographical and field research, relying on the theoretical framework studies of Brito and Purificação (2011), Rasco and Recio (2013), Gimeno Sacristán (2013), Tardif (2014) and Kenski (2015). As far as field research is concerned, the theoretical-methodological procedures of the Oral History were used to perform the seven interviews with the teachers who worked in the Mathematics Courses in Curitiba. It was possible to perceive that the teachers perceive the possibilities and the challenges both in the use of the technological resources in the continuing education, and in the relationship between teacher and student. Among the possibilities, the continued formation in flexible times and spaces; among the challenges, to monitor the speed of innovations and their applicationa in the classroom.

 

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Author Biographies

Alexandra Ferreira Martins Ribeiro, Pontifícia Universidade Católica do Paraná
Mestrado em andamento em Educação pela Pontifícia Universidade Católica do Paraná, PUC/PR. Bolsista CAPES. Graduação em andamento em Licenciatura em História, também pela mesma instituição, iniciada em 2014. Possui especialização em MBA em Gestão Financeira, Controladoria e Auditoria, (2004), concedida através do Instituto Superior de Administração e Economia Fundação Getúlio Vargas, FGV/ISAE. Bacharel em Administração de Empresas, (2002), pela Pontifícia Universidade Católica do Paraná, PUC/PR.
Alboni Marisa Dudeque Pianovski Vieira, Pontifícia Universidade Católica do Paraná
Possui graduação em Direito pela Universidade Federal do Paraná, licenciatura em Pedagogia pela Pontifícia Universidade Católica do Paraná, mestrado em Educação pela Pontifícia Universidade Católica do Paraná, mestrado em Gestão de Instituições de Educação Superior pela Universidade Tuiuti do Paraná e doutorado em Educação pela Pontifícia Universidade Católica do Paraná. Atualmente é professora do curso de Pedagogia e do Programa de Pós-Graduação em Educação - Mestrado e Doutorado da Pontifícia Universidade Católica do Paraná. Professora de cursos de especialização da Universidade Federal do Paraná (PECCA) e da Escola da Magistratura do Paraná (EMAP). Tem experiência na área de Educação, com ênfase em história da educação, políticas públicas e formação de professores. É membro integrante do BASis, como avaliadora institucional, de cursos de graduação e educação a distância.
Published
2018-02-02
How to Cite
Ribeiro, A. F. M., & Vieira, A. M. D. P. (2018). <b&gt;Relationship between continuing education and technological resources in the perception of higher education teachers. Acta Scientiarum. Education, 40(1), e37198. https://doi.org/10.4025/actascieduc.v40i1.37198
Issue
Vol 40 No 1 (2018)
Section
Teachers' Formation and Public Policy

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