DEFINITIONS OF HIGHER EDUCATION TEACHERS ABOUT ACTIVE METHODOLOGIES: An analysis using the Knowledge Management proposal

Uma Análise pela Proposta da Gestão do Conhecimento

Abstract

In higher education, IT teachers, although familiar with the use of digital technological resources, face educational challenges regarding the use of pedagogical strategies. This is due to the fact that many of these teachers did not have subjects in their initial training that would help with pedagogical practices in the classroom. The pedagogical practices adopted by these teachers are normally the result of their experiences and practices carried out in a professional environment in the area of ​​information technology. The Covid-19 pandemic period demonstrated the need for continued training for teachers to use effective pedagogical practices with the support of Digital Information and Communication Technologies (DIT). Given this scenario, the general objective of this study is to identify Knowledge Management methods and tools that can be used in the continued training of teachers in the area of ​​IT for the use of active methodologies in their teaching processes. To satisfy the objectives of this research, the methodology is applied through exploratory research with a mixed approach through a data collection instrument in the form of a questionnaire, presented to participants in the online version, with subsequent statistical and content analysis. The results identified with this research allow KM methods and tools to be suggested that can significantly contribute to solving the main challenges faced by this group of teachers, with regard to the adoption of active methodologies in conjunction with TDIC.