Resumo

SILVA, Marco  e  CILENTO, Sheilane Avellar. Teacher training for online teaching: considerations on a case study. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2014, vol.23, n.42, pp.207-218. ISSN 0104-7043.  https://doi.org/10.2014/jul.dezv23n42018.

In Brazil, the offer of online graduation courses grows exponentially. This is due to the country´s legislation, the public policies for social inclusion in higher education and the invasion of digital technologies in the various aspects of our social lives. Nevertheless, the expansion of the online model has not yet been accompanied by the offering of adequate teacher training, particularly among Pedagogy undergraduates and online teachers. The present article presents some considerations on teacher training for online teaching, drawn from an academic research based on a Brazilian case study. The theoretical framework for this study includes: a) education and digital culture; b) higher education teaching and c) teacher training for online teaching. The research findings point to the need for: a) developing teacher knowledge which contemplates the specific pedagogical and technical characteristics of the online medium; b) developing a dialog between teachers and learners as partners who share knowledge building and communication; c) overcoming the use of forums and chat rooms as interfaces for interactions without exchange of knowledge between participants, in favour of peer collaboration and interactivity; d) investing in continuous professional development programmes, that enable the development of specific teaching skills, such as the acquisition of technological expertise and the development of socio-affective skills, in order to promote the inclusion of learners in the specific dynamics of online learning. Focusing on these challenges, this article aims at contributing to the discussion about the quality of teacher training for online teaching, in relation to the ongoing trend of underutilization of the interactive potential of the web and the repetition of traditional classroom teaching practices.

Palavras-chave : Online Teaching; Digital Culture; Teacher Training.

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