Abstract

FERREIRA, Marcello et al. Training journeys mediated by digital technologies in the initial formation of the Physics teacher: reflections from the experience in a Teaching methodology discipline. Rev. enseñ. fís. [online]. 2022, vol.34, n.1, pp.111-120. ISSN 0326-7091.  http://dx.doi.org/10.55767/2451.6007.v34.n1.37939.

This paper presents a training journey, mediated by digital technologies, set in the discipline of Teaching Methodology, which is part of the initial training of the Physics teacher, through the distance education modality, at the University of Brasília. The aim was to redefine the offer of a hybrid learning experience, methodologically structured from notions of formative journeys in learning cycles and arcs. The approach chosen was that of an experience report members of the teaching team and other professionals who contributed to the development and evaluation of the model, carried out from a (re)analysis of the recordings of the synchronous meetings, the scrutiny of the results of the application and re-application of the profile survey questionnaire, the experiences and learning and the results of student performance. Despite the deleterious effects of the Covid-19 Pandemic, it was possible to clearly detect evidence of significant learning, materialized in the works presented at the end of the course. This result, by itself, justifies the model developed, induces the (re)application in different contexts and encourages the adoption of critical and disruptive reflections about the ways of teaching and learning in higher education and, in particular, in the area of Physics.

Keywords : Training journeys; Meaningful learning; Learning arcs; Hybrid learning; Digital technologies.

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