Banca de QUALIFICAÇÃO: LÚCIA FLÁVIA CAMPOS DA SILVA LEITE

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : LÚCIA FLÁVIA CAMPOS DA SILVA LEITE
DATA : 28/04/2021
HORA: 14:00
LOCAL: Sala virtual (web conferência)
TÍTULO:

Professional digital competence of English language teachers: perspectives from undergraduates of a teaching degree course at a university in Mato Grosso state

PALAVRAS-CHAVES:

Professional digital competence; English teachers; Teaching degree course, PIBID.

PÁGINAS: 54
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

This study is part of the area of Applied Linguistics, in the line of research of the study of Processes of Social Practices of Language. In this dissertation, we discuss the digital skills of graduates of the teaching degree course and PIBID (Institutional Program for Teaching Initiation Scholarships) from a university in the state of Mato Grosso, according to the concept of professional digital competence proposed by Gudmundsdottir and Hatlevik ( 2018), and Brevik et al. (2019). Our main objective was to understand the impact of initial training on the development of professional digital competence for English teachers. We seek to answer the following research questions: 1. What digital skills did English teachers who graduated from a Language course in the state of Mato Grosso develop from the experiences of the course? 2. How has the course contributed to these teachers developing their professional digital competence? We anchor this paper in discussions about the role of digital technologies in contemporary society (ARAÚJO; VILAÇA 2016), the role of digital technologies in language practices (BARTON; LEE, 2015), the role of digital technologies in the teaching of additional languages (LEFFA , 2006; PAIVA, 2013), the role of digital technologies in official additional language teaching policies (BRASIL, 2017), and digital literacy / competence in teacher training (ARAÚJO, 2018; BREVIK et al., 2019; BUZATO, 2006; DUDENEY et al., 2016; GUDMUNDSDOTTIR; HATLEVIK, 2018; XAVIER, 2005). It is a descriptive research that follows the assumptions of the case study (GIL, 2002). The data was collected through an open online questionnaire, carried out with graduates from the teaching degree course and PIBID from a university in the state of Mato Grosso who act as English teachers in basic education. The categorization of the data was made according to the digital skills defined by Gudmundsdottir and Hatlevik (2018) and Brevik and collaborators (2019). Which are: generic digital competence (the simplest of the skills that teachers need to act as educators in digital contexts), didactic digital competence (it concerns how the subjects in schools are affected by digital technologies), professionally oriented competence (says respect to the professional performance of teachers, how they design classes, how they communicate with colleagues and students, etc.) the transforming digital agency (it is the competence of teachers that concerns taking initiatives and transforming their teaching practices using digital tools). We realized that according to the responses of the participants, the teaching degree course failed to teach teachers in regards to the use of digital tools in English language teaching, since subjects on language and technology were taught late during the course. The PIBID program, on the other hand, helped its graduates to use digital tools in basic education, as well as it helped them in the professional experience of the teaching career.

MEMBROS DA BANCA:
Presidente - 132024002 - ANA CAROLINA DE LAURENTIIS BRANDAO
Externo à Instituição - PATRICIA VASCONCELOS ALMEIDA - UFLA
Interno - 39626001 - VALDIR SILVA