Resumo

SCHRAIBER, Rogério Tubias  e  MALLMANN, Elena Maria. Pedagogical performance of tutors in distance education. Rev. Elet. Educ. [online]. 2018, vol.12, n.3, pp.757-775. ISSN 1982-7199.  https://doi.org/10.14244/198271992469.

This article deals with a study about the pedagogical performance of the group of tutors of the Undergraduate Program of Professors for Professional Education, the Special Program of Graduation (PEG), of the Open University of Brazil (UAB) at the Federal University of Santa Maria (UFSM). The objective is to approach pedagogical performance as a process of profound and complex transformation that provides innovation in the teaching-learning process, from the networked educational technologies, in the context of Distance Education tutoring (EAD). It is a methodological procedure of critical and reflexive analysis on the pedagogical performance of said group of tutors in the period between 2016 and 2017. The concept of pedagogical performance is defined as being what tutors perform to practice tutoring and the concept of technological-pedagogical fluency as the knowledge regarding the integration of technological resources into educational purposes. In addition, the actions that the group of tutors developed in their performance are analyzed. As a result, both technological and pedagogical fluency and innovation are basic principles of tutors’ pedagogical performance. Conclusively, it is emphasized the need of the tutors group to increase their levels of technological-pedagogical fluency so that it is possible to innovate in pedagogical actions, enhancing the teaching-learning process.

Palavras-chave : Pedagogical performance; Technological-pedagogical fluency; Innovation; Tutor.

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