Impacto do autoaperfeiçoamento profissional na eficácia de professores em educação a distância
DOI:
https://doi.org/10.20952/revtee.v14i33.16159Palavras-chave:
Ensino à distância, Tecnologias de informação e comunicação, Curso a distância, MoodleResumo
A educação a distância exige que o professor ministre aulas sistemáticas com o aluno, seja competente em termos metodológicos, utilize os conteúdos desenvolvidos para a educação a distância, meios de comunicação e recursos educacionais da Internet, bem como implemente suporte técnico para o processo educacional. O objetivo do estudo é desenvolver suporte pedagógico e metodológico para o processo de autoaperfeiçoamento profissional de professores de instituições de ensino superior no trabalho a distância. O estudo analisa o papel do professor no sistema de ensino a distância, identifica os tipos de atividades do professor, bem como os requisitos e condições para o seu sucesso no trabalho. O trabalho online amplia e renova o papel do professor, faz dele um mentor-consultor que coordena o processo cognitivo, aprimorando constantemente seu curso e aumentando a criatividade e a qualificação de acordo com as inovações. Com base na pesquisa empírica utilizando o método survey, foi determinada a dinâmica de prontidão dos professores para trabalhar online antes e após a aprovação no curso interdisciplinar “Tecnologias da Educação a Distância no Processo Educacional da Universidade”. Foram obtidos resultados positivos na formação da prontidão dos professores para o trabalho online após a conclusão do curso. O estudo concluiu que a prontidão dos professores para trabalhar à distância pode ser aumentada se o suporte educacional e metodológico adequado for desenvolvido e implementado nas instituições de ensino superior, o que levará a um aumento da eficácia do trabalho dos professores.
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