16 SES 05.5 PS, General Poster Session
General Poster Session
The information society (Castells, 2003) and the knowledge society (Fedoroff, 2012) have emerged from a new social paradigm in the context of the fast development of information and communication technologies (ICT), which also had an influence in education and training and determined new key and serious issues of change in higher education teaching.
ICT have been used in various education and trainingscenarios for a long time, assisting in the development of collective knowledge and continuous learning, allowing anyone to share, anytime and anywhere, problems, solutions and perspectives.
Studies on the theme of higher education teaching, with regard to training and pedagogical upgrading, support the assertion that little attentionhas been paid to this segment of education which, according to researchers (Behrens, Ferreira, Carpim, 2013; Bolzan, Isaia, Maciel, 2013; Masetto, 2010; Cunha, 2009; Franco e Krahe, 2007; Mizukami, Ferenc, 2005), can be seen as a field in which there is much to be done in terms of research and practice.
Trying to make a contribution to this research topic, we have planned a research project aiming to design, develop, implement, test and promote an online community of practice for the training and pedagogical update of higher education lecturers and professors from Portuguese language speaking community. In this research, the research question to be answered is how to develop training and pedagogical upgrading of higher education teaching staff in an online community of practice?
According to Wenger, McDermott and Snyder (2002) communities of practice are groups that have concerns and interests in a certain subject, which deepen knowledge and expertise through exchange of information, ideas and tips in order to cooperate in solving problems in order to create projects or develop tacit understanding on a topic. This cycle of knowledge development of staff for network organization allows members to remain updated in their field through the network connections (Siemens, 2008). It is also expected that individuals can deliver better results than if they acted individually, overcoming the obstacles of common constraints of time and distance that hamper the implementation of these activities. In a group, the complementation of capabilities, knowledge and individual efforts may occur; the interaction of people with understandings, views and complementary skills may provide the members of a group to receive feedback on inconsistencies and flaws in their reasoning. Together, and as a group, participants can search for ideas, information and referrals to assist in solving problems (Fuks, Gerosa and Lucena, 2002). For the context of Portuguese speaking countries or communities , this process becomes necessary in relation to higher education, since this was established by the Declarations of Luanda (2002 e 2011) and Fortaleza (2004), which marked the beginning of the convergence process towards the Higher Education Space (HES) of the Community of Portuguese Language Countries (CPLP), planned to 2014. This orientation can be understood in the European context, regarding the Bologna Declaration, where the European Higher Education Area (EHEA) was designed, once Portugal is inserted in both communities.
Behrens, M. A., Ferreira, J. L., Carpim, L. (2013). O professor universitário construindo conhecimentos inovadores para uma prática complexa, colaboartiva e dialógica. Revista Diálogo Educacional, 13(38), 69-84. Bolzan, D. P. V., Isaia, S. M. A., Maciel, A. M. R. (2013). Formação de professores: a construção da docência e da atividade pedagógica na Educação Superior. Revista Diálogo Educacional, 13(38), 49-68. Castells, M. (2003). A Galáxia da Internet: Reflexões sobre a internet, os negócios e a sociedade. Rio de Janeiro: Jorge Zahar Editor. Cunha, M. I. (Org.) (2010). Trajetórias e lugares de formação da docência universitária: da perspectiva individual ao espaço institucional. Araraquara, SP: Junqueira& Marin; Brasília, DF: CAPES: CNPq. Declaração de Luanda. Angola, 2011. Retrieved from http://www.cplp.org/Admin/Public/DWSDownload.aspx?File=%2FFiles%2FFiler%2Fcplp%2FDECLARA%26Ccedil%3B%26Atilde%3BO+DE+LUANDA_XI_RMTAS.pdf Fedoroff, Nina V. (2012). The Global Knowledge Society. Science, 335(6068), 503. Retrieved from http://www.sciencemag.org/content/335/6068/503.full. Franco, M. E. D. P., Krahe, E. D. (2007). Desenvolvimento profissional e pedagogia universitária em distintas áreas de conhecimento: novos tempos e novas tendências. In: Maria Estela Dal Pai Franco e Elizabeth D. Krahe. (Orgs.) Pedagogia Universitária e Áreas de Conhecimento. Porto Alegre: Série RIES/PRONEX EdiPucrs, 1, 319-331. Fuks, H., Gerosa, M. A., Lucena, C. J. P. (2002). The Development and Application of Distance learning on the Internet. The Journal of Open and Distance Learning,17(1), 23-38. Masetto, M. T. (2010). O Professor na hora da verdade: A prática docente no ensino superior. São Paulo: Avercamp. Mizukami, M. G. N., Ferenc, A. V. F. (2005). Formação de professores, docência universitária e o aprender a ensinar: formação docente para o ensino superior. São Paulo:Universidade Paulista. Neto, António Burity da Silva et al . (2005). Declaração de Fortaleza Declaração dos Ministros responsáveis pelo Ensino Superior da Comunidade dos Países de Língua Portuguesa. Revista Lusófona de Educação, (5). Retrieved from http://www.scielo.gpeari.mctes.pt/scielo.php?script=sci_arttext&pid=S1645-72502005000100011&lng=pt&nrm=iso Neves, Fernando Santos. (2005). Espaço Lusófono de Ensino Superior (ELES): ir além da “Declaração de Luanda” e da “Declaração de Fortaleza”? Revista Lusófona de Educação, (5). Retrieved from http://www.scielo.gpeari.mctes.pt/scielo.php?script=sci_arttext&pid=S1645-72502005000100012&lng=pt&nrm=iso Siemes, G. (2008). Connectivism&Connectiove Knowledge. Retrieved from University of Manitoba: http://ltc.umanitoba.ca/connectivism/ Wenger, Etienne C., Mcdermott, R. & Snyder, W. C. (2002).Cultivating communities of Practice: a guide to managing Knowledge. Boston: Harvard Business School Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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