Abstract

RODRIGUES, Alessandra; ALMEIDA, Maria Elizabeth Bianconcini de  and  VALENTE, José Armando. Curriculum, digital narratives and teacher training: From graduate to school experiences. Rev. Port. de Educação [online]. 2017, vol.30, n.1, pp.61-83. ISSN 0871-9187.  https://doi.org/10.21814/rpe.8871.

Training teachers to integrate technology into the curriculum in different educational contexts was the focus of this study, which aimed to understand how the development of digital narratives contributed to this training. Educators investigated were master's students of a Graduate Program in Science Teaching at a Brazilian public university and were also classroom teachers in various educational levels. The learning strategy was based on the development of digital narratives. The data in this research were collected through an electronic questionnaire administered to the subjects. The results indicate: a) changes in the way the graduate students came to understand the pedagogical practice that they developed; b) learning related to the production of digital narratives and its recontextualized application in different subjects taught by the students; c) perception, by the subject, of the digital narratives' educational potential.

Keywords : Educational technologies; Learning; Teaching practice; Science education.

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