Digital Teacher Training: Impact on Pedagogical Practices
DOI:
https://doi.org/10.21814/rpe.36585Keywords:
Digital Transition Plan; Digital Teachers Training; Pedagogical practices.Abstract
This article examines the impact of Digital Teacher Training (CDD) on the pedagogical practices of primary and secondary school teachers, based on a case study conducted in schools belonging to the Centro de Formação Ordem de Santiago. The study methodology included an online questionnaire and focus groups to collect quantitative and qualitative data, allowing for a comprehensive analysis of the impact of the CDD. The results indicate that the CDD had a positive impact, increasing teachers' confidence and security in using digital technologies. This resulted in more interactive and motivating lessons, with greater interest and participation from children and young people. Digital technologies have also improved the organisation and management of teachers' time, as well as facilitating communication with students and parents. Significant barriers were identified, such as difficulties in accessing the Internet and lack of appropriate equipment, which make it difficult to fully implement digital practices in the classroom. Resistance to change on the part of some teachers was also highlighted as a challenge. Continuous training is seen as essential to keep teachers up to date with new technologies and to promote quality teaching. The study suggests that to ensure the sustainability of change, it is necessary to maintain training programmes and improve infrastructure and technological equipment in schools. In conclusion, despite the challenges, CDD has proved to be a significant step towards the integration of digital technologies in education, with benefits for pedagogical practice and teachers' professional development.
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