Pixel International Conferences

This work has as main objective, to analyse the formative trajectory of the teacher who works in the distance modality. For this purpose, a quantitative and qualitative study was carried out, developed in 2018, based on the case study methodology. In this context, 113 teachers from the Academic Unit for Distance Education (UNEAD) of the State University of Bahia (UNEB) were instructed to teach at least two years. The aim of the questionnaire was to understand how the teacher's are training to act in this modality, the difficulties encountered in the scope of his/ her training and practice, as well as the teacher's perception of Distance Education (DE). The applied questionnaire was developed in the lime Survey platform, validated by experts and available for 2 months, with weekly reminders sent. In addition, based on the literature review and the previous analysis of the results of the questionnaire, a semi-structured interview was built that was applied face-to-face to 8 teachers and who contributed contributions about their training path for teaching at DE. After transcribing the interviews and analysing the content and data of the questionnaire, it was verified that no teacher had obtained initial training to teach at a distance, that 72% of the teachers interviewed said they had been trained by the Institution of Education in which they work, 20% did not have any type of support from the Institution for training, 72% attended training courses to teach at a distance, and 35% said they attended at least 4 or more training actions for this purpose. Most of the teachers presented as motivations to participate in the training actions the improvement of the competences and the development of strategies of how to use the TICs to improve the learning and point out the lack of infrastructure of the HEI as one of the difficulties for the development of their work. In this way, it is concluded that the training process of distance teachers in Brazil is done in the absence of public policies for the training of teachers promoted by the State, concentrating in the public and private HEIs the responsibility to train such professionals in service.

Keywords: Teacher training; distance education; e-learning;

References:

[1] Aretio, L. G. (2014). Bases, mediaciones y futuro de la educación a distancia en la sociedad digital. Madrid: Editorial Síntesis.
[2] Garrison, D. R., & Vaughan, N. D. (2011). Blended Learning in Higher Education: Framework, Principles, and Guidelines. São Francisco: John Wiley & Sons.
[3] Guri-Rosenblit, S. (2015). Sistemas e Instituições de Educação a Distância na Era Online: uma crise de identidade. Em O. Zawacki-Ritcher & T. Anderson (Eds.), Educação a Distância Online: construindo um agenda de pesquisa. São Paulo: Artesanato Educacional.
[4] Hicks, M. (2015). Formação de professores e apoio ao corpo docente. Em O. Zawacki-Richter & T. Anderson (Eds.), Educação a Distância Online: construindo um agenda de pesquisa (1.a ed.). São Paulo: Artesanato Educacional.