Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360°
Aplicación de tecnología en la práctica de la formación inicial de profesores. Valoración del análisis didáctico de clases de enseñanza secundaria filmadas en 360°
Aplicação de tecnologia na prática da formação inicial de professores. Avaliação da análise didática das aulas de ensino médio filmadas em 360°
| 2020 | |
|
tecnología formación inicial de profesores innovación educativa filmación technology initial teacher training educational innovation filming tecnologia formação inicial de professores inovação educacional filmagem |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
|
https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993
http://hdl.handle.net/20.500.11968/4268 |
|
| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| _version_ | 1807261362168004608 |
|---|---|
| author | Umpiérrez Oroño, Silvia |
| author2 | Cabrera, Delma Bruccoleri, Paola |
| author2_role | author author |
| author_facet | Umpiérrez Oroño, Silvia Cabrera, Delma Bruccoleri, Paola |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Umpiérrez Oroño, Silvia Cabrera, Delma Bruccoleri, Paola |
| dc.date.none.fl_str_mv | 2020-12-11 |
| dc.description.en-US.fl_txt_mv | The initial training of secondary school teachers in Uruguay includes activities of observation and didactic analysis of classrooms in educational centers of this level, in face-to-face and mainly individual modalities. With the objective of enhancing and diversifying this training, the ongoing research proposed to make visible the perceptions of teachers and students, and to analyze the levels of reflection achieved, through the observation of lessons filmed in 360°, as well as the incorporation of class works that are asynchronous, virtual, interdisciplinary and in groups. The methodology was based on a qualitative design. It included six quasi-experimental instances where students (n = 61) were distributed in six groups, oriented by one or several teaching trainers (n = 8), and performed observation and didactic analysis of the film units in 360°. Data were collected through non-participant observation of quasi-experimental instances, content analysis of forums, e-mails and documents with student productions, as well as 39 surveys and 8 in-depth interviews to students and trainers. Both trainers and students that participated in this research favorably valued the resource as a complement to the current training modality, and expressed that it promotes didactic analysis and reflection. The film units fit the trainers’ targets, the various work modalities and the diverse ways of learning. They found that both flexibility of training time and collaboration were fostered. Various levels of reflection were reached, although the deepest level was not attained. It is necessary to complete the study to understand the reasons for it. A website with an open repository with the film units (http://recyreap.cfe.edu.uy) was created, and a number of protocols designed by the team, which could serve as a guide for didactic analysis and reflection, are also offered. |
| dc.description.es-ES.fl_txt_mv | La formación inicial de profesores de enseñanza secundaria en Uruguay prevé actividades de observación y análisis didáctico de clases en centros educativos de dicho nivel, de forma presencial y fundamentalmente individual. Con el objetivo de enriquecer y diversificar esta formación, la presente investigación propuso evidenciar las percepciones de docentes y estudiantes y estudiar los niveles de reflexión alcanzados por medio de la observación de clases filmadas en 360° y de la incorporación de modalidades de trabajo asincrónicas, virtuales, interdisciplinares y grupales. La metodología se basó en un diseño cualitativo. Incluyó seis instancias cuasi-experimentales en las que estudiantes (n=61), distribuidos en seis grupos, orientados por uno o varios formadores docentes de didáctica (n=8) realizaron observación y análisis didáctico de unidades fílmicas en 360°. Se recolectaron datos por medio de observación no participante de las instancias cuasi-experimentales, análisis de contenido de foros, correos electrónicos y documentos con producciones de los estudiantes, así como de 39 encuestas y 8 entrevistas en profundidad a estudiantes y formadores. Los formadores y estudiantes participantes valoran favorablemente el recurso como un complemento a la modalidad de formación actual y opinan que propician el análisis didáctico y la reflexión. Las unidades fílmicas se adecuan a los objetivos de los formadores, a variadas modalidades de trabajo y a la diversidad de formas de aprender. Encuentran que se propició la flexibilidad horaria de la formación y la colaboración. Se alcanzaron variados niveles de reflexión pero no el de mayor profundidad. Es necesario completar el estudio para comprender las razones de ello. Se ha creado un sitio Web con un repositorio abierto con las unidades fílmicas (http://recyreap.cfe.edu.uy) y se ha dispuesto, junto a ellas, la variedad de protocolos diseñados por el equipo, que podrían servir para guiar el análisis didáctico y la reflexión. |
| dc.description.pt-BR.fl_txt_mv | A formação inicial de professores de ensino médio no Uruguai prevê atividades de observação e análise didática de aulas em centros educacionais desse nível, em modalidade presencial e fundamentalmente individual. Com o objetivo de enriquecer e diversificar esse treinamento, a pesquisa propôs mostrar as percepções de professores e alunos, e estudar os níveis de reflexão alcançados, observando aulas filmadas em 360 graus, incorporando modalidades de trabalho assíncronas, virtuais, interdisciplinares e de grupo. A metodologia foi baseada em um desenho qualitativo. Foram incluídas seis instâncias quase-experimentais em que os alunos (n = 61), distribuídos em seis grupos, guiados por um ou mais instrutores didáticos (n = 8), realizavam observação didática e análise de unidades fílmicas de 360°. Os dados foram coletados através da observação não participante de instâncias quase-experimentais, análise de conteúdo de fóruns, e-mails e documentos com produções de alunos, 39 pesquisas e 8 entrevistas em profundidade com estudantes e treinadores. Os treinadores e estudantes participantes valorizam favoravelmente o recurso como um complemento à atual modalidade de treinamento e acreditam que promovem análise e reflexão didática. As unidades do filme mostraram se adaptar aos objetivos dos treinadores, às várias modalidades de trabalho e à diversidade de formas de aprendizado. Eles acham que a flexibilidade do treinamento e a colaboração foram incentivadas. Vários níveis de reflexão foram alcançados, mais não o mais profundo. É necessário completar o estudo para entender as razões disso. Um site com um repositório aberto com as unidades fílmicas foi criado (http://recyreap.cfe.edu.uy) e uma variedade de protocolos foram gerados pela equipe, os que podem servir para orientar análise e reflexão didática. |
| dc.format.none.fl_str_mv | application/pdf text/html |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993 10.18861/cied.2020.11.2.2993 |
| dc.identifier.uri.none.fl_str_mv | http://hdl.handle.net/20.500.11968/4268 |
| dc.language.iso.none.fl_str_mv | spa |
| dc.publisher.es-ES.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993/3262 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993/3263 |
| dc.rights.license.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 |
| dc.rights.none.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.en-US.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 11 No. 2 (2020): Cuadernos de Investigación Educativa; 77 - 94 |
| dc.source.es-ES.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 11 Núm. 2 (2020): Cuadernos de Investigación Educativa; 77 - 94 |
| dc.source.none.fl_str_mv | 1688-9304 1510-2432 10.18861/cied.2020.11.2 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.source.pt-BR.fl_str_mv | Cuadernos de Investigación Educativa; v. 11 n. 2 (2020): Cuadernos de Investigación Educativa; 77 - 94 |
| dc.subject.en-US.fl_str_mv | technology initial teacher training educational innovation filming |
| dc.subject.es-ES.fl_str_mv | tecnología formación inicial de profesores innovación educativa filmación |
| dc.subject.pt-BR.fl_str_mv | tecnologia formação inicial de professores inovação educacional filmagem |
| dc.title.none.fl_str_mv | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° Aplicación de tecnología en la práctica de la formación inicial de profesores. Valoración del análisis didáctico de clases de enseñanza secundaria filmadas en 360° Aplicação de tecnologia na prática da formação inicial de professores. Avaliação da análise didática das aulas de ensino médio filmadas em 360° |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| dc.type.version.none.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | The initial training of secondary school teachers in Uruguay includes activities of observation and didactic analysis of classrooms in educational centers of this level, in face-to-face and mainly individual modalities. With the objective of enhancing and diversifying this training, the ongoing research proposed to make visible the perceptions of teachers and students, and to analyze the levels of reflection achieved, through the observation of lessons filmed in 360°, as well as the incorporation of class works that are asynchronous, virtual, interdisciplinary and in groups. The methodology was based on a qualitative design. It included six quasi-experimental instances where students (n = 61) were distributed in six groups, oriented by one or several teaching trainers (n = 8), and performed observation and didactic analysis of the film units in 360°. Data were collected through non-participant observation of quasi-experimental instances, content analysis of forums, e-mails and documents with student productions, as well as 39 surveys and 8 in-depth interviews to students and trainers. Both trainers and students that participated in this research favorably valued the resource as a complement to the current training modality, and expressed that it promotes didactic analysis and reflection. The film units fit the trainers’ targets, the various work modalities and the diverse ways of learning. They found that both flexibility of training time and collaboration were fostered. Various levels of reflection were reached, although the deepest level was not attained. It is necessary to complete the study to understand the reasons for it. A website with an open repository with the film units (http://recyreap.cfe.edu.uy) was created, and a number of protocols designed by the team, which could serve as a guide for didactic analysis and reflection, are also offered. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | RAD_bfb2667b138f4b4ba3bcc834675f18c2 |
| identifier_str_mv | 10.18861/cied.2020.11.2.2993 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | spa |
| network_acronym_str | RAD |
| network_name_str | RAD |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/4268 |
| publishDate | 2020 |
| reponame_str | RAD |
| repository.mail.fl_str_mv | rodriguez_v@ort.edu.uy |
| repository.name.fl_str_mv | RAD - Universidad ORT Uruguay |
| repository_id_str | 3927 |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Umpiérrez Oroño, SilviaCabrera, DelmaBruccoleri, Paola2020-12-11The initial training of secondary school teachers in Uruguay includes activities of observation and didactic analysis of classrooms in educational centers of this level, in face-to-face and mainly individual modalities. With the objective of enhancing and diversifying this training, the ongoing research proposed to make visible the perceptions of teachers and students, and to analyze the levels of reflection achieved, through the observation of lessons filmed in 360°, as well as the incorporation of class works that are asynchronous, virtual, interdisciplinary and in groups. The methodology was based on a qualitative design. It included six quasi-experimental instances where students (n = 61) were distributed in six groups, oriented by one or several teaching trainers (n = 8), and performed observation and didactic analysis of the film units in 360°. Data were collected through non-participant observation of quasi-experimental instances, content analysis of forums, e-mails and documents with student productions, as well as 39 surveys and 8 in-depth interviews to students and trainers. Both trainers and students that participated in this research favorably valued the resource as a complement to the current training modality, and expressed that it promotes didactic analysis and reflection. The film units fit the trainers’ targets, the various work modalities and the diverse ways of learning. They found that both flexibility of training time and collaboration were fostered. Various levels of reflection were reached, although the deepest level was not attained. It is necessary to complete the study to understand the reasons for it. A website with an open repository with the film units (http://recyreap.cfe.edu.uy) was created, and a number of protocols designed by the team, which could serve as a guide for didactic analysis and reflection, are also offered.La formación inicial de profesores de enseñanza secundaria en Uruguay prevé actividades de observación y análisis didáctico de clases en centros educativos de dicho nivel, de forma presencial y fundamentalmente individual. Con el objetivo de enriquecer y diversificar esta formación, la presente investigación propuso evidenciar las percepciones de docentes y estudiantes y estudiar los niveles de reflexión alcanzados por medio de la observación de clases filmadas en 360° y de la incorporación de modalidades de trabajo asincrónicas, virtuales, interdisciplinares y grupales. La metodología se basó en un diseño cualitativo. Incluyó seis instancias cuasi-experimentales en las que estudiantes (n=61), distribuidos en seis grupos, orientados por uno o varios formadores docentes de didáctica (n=8) realizaron observación y análisis didáctico de unidades fílmicas en 360°. Se recolectaron datos por medio de observación no participante de las instancias cuasi-experimentales, análisis de contenido de foros, correos electrónicos y documentos con producciones de los estudiantes, así como de 39 encuestas y 8 entrevistas en profundidad a estudiantes y formadores. Los formadores y estudiantes participantes valoran favorablemente el recurso como un complemento a la modalidad de formación actual y opinan que propician el análisis didáctico y la reflexión. Las unidades fílmicas se adecuan a los objetivos de los formadores, a variadas modalidades de trabajo y a la diversidad de formas de aprender. Encuentran que se propició la flexibilidad horaria de la formación y la colaboración. Se alcanzaron variados niveles de reflexión pero no el de mayor profundidad. Es necesario completar el estudio para comprender las razones de ello. Se ha creado un sitio Web con un repositorio abierto con las unidades fílmicas (http://recyreap.cfe.edu.uy) y se ha dispuesto, junto a ellas, la variedad de protocolos diseñados por el equipo, que podrían servir para guiar el análisis didáctico y la reflexión.A formação inicial de professores de ensino médio no Uruguai prevê atividades de observação e análise didática de aulas em centros educacionais desse nível, em modalidade presencial e fundamentalmente individual. Com o objetivo de enriquecer e diversificar esse treinamento, a pesquisa propôs mostrar as percepções de professores e alunos, e estudar os níveis de reflexão alcançados, observando aulas filmadas em 360 graus, incorporando modalidades de trabalho assíncronas, virtuais, interdisciplinares e de grupo. A metodologia foi baseada em um desenho qualitativo. Foram incluídas seis instâncias quase-experimentais em que os alunos (n = 61), distribuídos em seis grupos, guiados por um ou mais instrutores didáticos (n = 8), realizavam observação didática e análise de unidades fílmicas de 360°. Os dados foram coletados através da observação não participante de instâncias quase-experimentais, análise de conteúdo de fóruns, e-mails e documentos com produções de alunos, 39 pesquisas e 8 entrevistas em profundidade com estudantes e treinadores. Os treinadores e estudantes participantes valorizam favoravelmente o recurso como um complemento à atual modalidade de treinamento e acreditam que promovem análise e reflexão didática. As unidades do filme mostraram se adaptar aos objetivos dos treinadores, às várias modalidades de trabalho e à diversidade de formas de aprendizado. Eles acham que a flexibilidade do treinamento e a colaboração foram incentivadas. Vários níveis de reflexão foram alcançados, mais não o mais profundo. É necessário completar o estudo para entender as razões disso. Um site com um repositório aberto com as unidades fílmicas foi criado (http://recyreap.cfe.edu.uy) e uma variedade de protocolos foram gerados pela equipe, os que podem servir para orientar análise e reflexão didática.application/pdftext/htmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/299310.18861/cied.2020.11.2.2993http://hdl.handle.net/20.500.11968/4268spaUniversidad ORT Uruguayhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993/3262https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993/3263info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/4.0Cuadernos de Investigación Educativa; Vol. 11 No. 2 (2020): Cuadernos de Investigación Educativa; 77 - 94Cuadernos de Investigación Educativa; Vol. 11 Núm. 2 (2020): Cuadernos de Investigación Educativa; 77 - 94Cuadernos de Investigación Educativa; v. 11 n. 2 (2020): Cuadernos de Investigación Educativa; 77 - 941688-93041510-243210.18861/cied.2020.11.2reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTtecnologíaformación inicial de profesoresinnovación educativafilmacióntechnologyinitial teacher trainingeducational innovationfilmingtecnologiaformação inicial de professoresinovação educacionalfilmagemApplication of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360°Aplicación de tecnología en la práctica de la formación inicial de profesores. Valoración del análisis didáctico de clases de enseñanza secundaria filmadas en 360°Aplicação de tecnologia na prática da formação inicial de professores. Avaliação da análise didática das aulas de ensino médio filmadas em 360°info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersion20.500.11968/42682023-06-01 16:36:14.33oai:rad.ort.edu.uy:20.500.11968/4268https://rad.ort.edu.uyUniversidadhttps://www.ort.edu.uy/https://rad.ort.edu.uy/server/oai/requestrodriguez_v@ort.edu.uyUruguayopendoar:39272023-06-01T16:36:14RAD - Universidad ORT Uruguayfalse |
| spellingShingle | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° Umpiérrez Oroño, Silvia tecnología formación inicial de profesores innovación educativa filmación technology initial teacher training educational innovation filming tecnologia formação inicial de professores inovação educacional filmagem |
| status_str | publishedVersion |
| title | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° |
| title_full | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° |
| title_fullStr | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° |
| title_full_unstemmed | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° |
| title_short | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° |
| title_sort | Application of technology in the practice of initial teachers training. Assessment of didactic analysis for secondary education classrooms filmed in 360° |
| topic | tecnología formación inicial de profesores innovación educativa filmación technology initial teacher training educational innovation filming tecnologia formação inicial de professores inovação educacional filmagem |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2993 http://hdl.handle.net/20.500.11968/4268 |
