Teacher’s longlife training in virtual environments
TEACHER’S LONGLIFE TRAINING IN VIRTUAL ENVIRONMENTS: COLLABORATIVE LEARNING Lopes, Mª Cristina email@example.com (UCDB) Silva, Adelina ____________
OBJECTIVE Identify how teachers, who participatein GETED, act and learn in acollaborative wayGETED – Group of studies and researches ineducational technology and distanceeducation
METHODOLOGY• The collected data registered the changes occurred in a group of studies and research (GETED) in a private university at Brazil.• These changes were observed at a virtual environment - MOODLE - at the discuss forum artifact.
LONGLIFE TRAINING Pimenta (1999) points out that teacherdevelopment should mobilize theoreticalknowledge and develop the capacity ofinvestigating one’s own activity. To mobilize,according to the author, means somethingbeyond “moving”. Therefore, the teachers’ongoing education should be a continuousprocess focused on practical, theoretical andpedagogical knowledge
TEACHERS´DEVELOPMENT Perrenoud (1999) synthesizes in aperspicacious way that at actual context isneeded to reinforce teachers’development for a reflexive practice,promote innovation and cooperation,prepare professionals who are reflexiveand dynamic, who know how to work ingroups, how to search and selectinformation, how to take decisions anddevelop autonomy in relation to their ownlearning process.
CRITICAL DOMAINS OF THETECHNOLOGICAL LANGUAGE According to Sampaio & Leite (1999),teacher needs to dominate thetechnological language and itstechnological literacy, but not just themechanical use of the resources, but alsothe critical domain of the technologicallanguage.
TEACHERS´CONCEPTIONS - LONGLIFE TRAINING Participant (A) Here, we teach and learn.Several thematics discussed at the meetings areopportunities to learn new things and not to be“restricted” to our own object of research.  The excerpts were transcribed without anyalteration, with fictitious identifications tomaintain the anonymity of the participants.
TEACHERS´CONCEPTIONS - LONGLIFE TRAINING• Participant (B) The group develops activities and participations providing enriched thematics which are studied.• Participant (C) I’m at GETED to reflect about the use of the Technologies in the educational context, to learn, to share experiences and to discover … with participants• Participant (D) I feel like a researcher (curious), more critical in relation to my professional practice from the readings done at the group.
COLLABORATIVE COMMUNITIES AT A VIRTUAL ENVIRONMENT Communities, to be considered as such,should have an objective, an identity,communication, trust, reputation, groupformation, borders, government, changeor commerce, expression and history(TYPALDOS, 2000).
SHARING EXPERIENCESMenezes et al. (2002) state that teachersbuild their knowledge through theirexperiences and share them with otheracquired knowledge, with other people,enriching and offering more quality to theirpedagogical works
A SPACE OF CHANGES AND MOMENTS OF REFLECTION• Participant (A) I found this interview at the internet... It is about virtual communities. Well, I think you know a lot about this subject, but I found it interesting. I hope you like it.• Participant (B) Actually, it is interesting the way how the virtual community is shown, it awakes us to think about building one, how to do it and with which objectives.• Participant (C) I have already finished reading it. Thanks. I have not known it yet. As we can see, the author wrote quite a lot about this subject.
INSTIGATING THE LEARNING PROCESS• Participant (A) Hi, everybody. I had the pleasure to watch the film “With Honors”, suggested by the teacher B in our last meeting and I understood that the focus of the film is the thesis of life itself. It is about Einstein and the relativity, about politics, that to write it is necessary a lot of critical reading from the books and from the world.• Participant (C) Thanks teacher A for sharing with us information about the film “With Honors”. Reading your observations I started to think what we our intentions are when giving the students some orientations... we give to our pupils during the development of their researches and what they intend with their own researches.
RESPONSIBILITY OF SEARCHING AND ANALYZING CRITICALLY KNOWLEDGE• Participant (A) In the next meeting of GETED we will talk about the thematic WIKI. We will firstly use a forum to read the text and then to debate about it.• Participant (B) I believe that the proposal is interesting. Even thought it causes in the beginning some queerness, the situation can provide us new learning experiences and increase our familiarity to new contexts. I will read the text in order to participate with some comments.
SHARING UNDERSTANDINGS Lave and Wenger (1991, p.98) state that“Community does not imply necessarilyco-presence, a well-defined identifiablegroup, or socially visible boundaries. Itdoes imply participation in an activitysystem about which participants shareunderstandings concerning what they aredoing and what that means in their livesand for their communities”.
SOME CONSIDERATIONS In face of the statements written by themon the platform focusing various subjects,we believe that innovation is not restrictedto the use of the technology, but teacher´sappropriation of these resources, creatingnew ways of working, of sharingknowledge, of dealing with students, ofproducing different ways of teaching andlearning.
REFERENCES• LAVE, J. & WENGER, E. 1991. Situated Learning: Legitimate Peripheral Participation, New York, Cambridge University Press• MENEZES, Crediné Silva et al. , 2002, Uma Proposta Baseada em Comunidades Virtuais de Aprendizagem, Anais do XIII Simpósio Brasileiro de Informática na Educação – XIII SBIE, São Leopoldo/RS, vol. 1, pp. 168- 177• PERRENOUD, P. , 1999, Formar professores em contextos sociais em mudança: prática reflexiva e participação crítica, in Revista Brasileira de Educação, n. 12, set/nov/dez, p. 5-21• PIMENTA, S. G., 1999, Formação de professores: identidade e saberes da docência, in. Saberes pedagógicos e atividade docente, Cortez, São Paulo• SAMPAIO, M. N. & LEITE, L. S. , 1999, Alfabetização tecnológica do professor, Vozes, Petrópolis, RJ• TYPALDOS, C. , 2000, Shared Knowledge and a common Purpose: Using the 12 principles of civilization to build web communities, Retrieved from the http://www.RealCommunities.com