A simulação telemática e seu impacto na formação inicial de professores
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https://doi.org/10.35362/rie9415942Palavras-chave:
simulação, formação inicial de professores, simulação telemática, metodologias de ensino, internacionalizaçãoResumo
A formação de professores procura cada vez mais ampliar seus horizontes para realidades educacionais nacionais e internacionais bem-sucedidas. Para isso, os programas de mobilidade acadêmica e estudantil, bem como a colaboração telemática, respondem ao apelo à internacionalização do ensino superior e do ensino e treinamento vocacional no relatório do Conselho Europeu e da Comissão Europeia (2015) intitulado "Novas prioridades para a cooperação europeia em educação e treinamento". Esta proposta coleta as percepções de estudantes universitários de formação de professores durante um curso de simulação de telemática em larga escala. O estudo é realizado com participantes de cinco universidades dos seguintes países: Tunísia, Romênia, Turquia, Estados Unidos e Espanha. O objetivo é descobrir como a simulação telemática se correlaciona com a aquisição, pelos alunos, de uma compreensão mais profunda dos problemas educacionais atuais. Por meio de uma análise de correlação, determinamos as relações significativas entre as variáveis e, em seguida, modelamos com uma regressão linear, por meio da qual concluímos que se pode prever que a simulação seja uma metodologia para melhorar o ensino e a aprendizagem com base nos problemas coletados no cenário, no tempo dedicado à interação assíncrona somado ao tempo presencial nas sessões síncronas e na dificuldade percebida na realização das simulações em relação a outras atividades educacionais. Após a análise dos dados, os resultados sugerem que, embora a simulação telemática permita que os participantes percebam o progresso de sua aprendizagem de forma significativa, ela também pode servir como um indicador de aspectos que precisam ser melhorados.
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