Resumo

NEVADO, Rosane Aragón de  e  MENEZES, Crediné Silva de. Pressupostos, intenções e práticas de um curso a distância: as contribuições das percepções dos alunos para a avaliação do modelo. Perspectiva [online]. 2012, vol.30, n.01, pp.105-129. ISSN 0102-5473.

The transition between pedagogical models, which distance education is now passing, encounters difficulties in differentiating the fundamental conditions for change. To contribute to this discussion, we present an interactionist model for distance teacher education. We also conduct a preliminary evaluation of the impacts of its application on an undergraduate pedagogy course, in which the students are public school teachers. We have analyzed teachers’ perceptions of the influence of the changes on their personal and professional lives and as students. We also investigated the characteristics of the course that, according to the students, facilitated the learning process. We identified significant correlations between the central elements of the model adopted, the impacts of the course and the facilitative characteristics perceived by the teacher-students.

Palavras-chave : Distance Education; Teacher Education; Pedagogical Model.

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