Narratives about teacher training with/for technologies: implications at the teachers’ practices

Abstract

The article is part of a doctoral research and aims to analyze some implications of a continuing training entitled ‘Programming and Learning with Scratch in teachers’ practices. It is a ‘research-training’ perspective, in which we analyze narratives produced by 11 teachers managing educational technologies and media resources (Progetec’s), linked to the Educational Technology Center of the Education State Department from Mato Grosso do Sul. From the proposed dynamics, the teachers/Progetec’s were provoked to reflect and narrate about the formation and its implications and consequences in their practices. To perform narrative analysis, we produced a word cloud using the Iramuteq qualitative analysis interface, which highlighted two recurring roles in the training context: the teacher’s and the student’s, not as dichotomous, hierarchical, but from a perspective of collaboration, partnership and sum, sometimes mixing, sometimes complementing, sometimes confusing. The teachers/Progetec’s recognize themselves in movement in the inventive process of teaching and learning, with ambiguous and therefore positive strategies of ruptures and continuities. They also point out that students now have more protagonism and voice space and participation in the context of technology practices. The considerations allowed us to visualize discontinuities and advances in teachers’ practice in learning and teaching with technologies, specifically with the ‘Scratch’ programming language.