Agência no uso de tecnologias digitais em docentes de inglês em Malásia durante a pandemia: uma pesquisa narrativa
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a07Palavras-chave:
agência docente, desenvolvimento profissional, TIC, docentes de inglês, pesquisa narrativa, ensino onlineResumo
Com o fechamento dos estabelecimentos educativos por conta das quarentenas impostas em muitos lugares do mundo, os docentes foram obrigados a fazer uma transição acelerada do ensino presencial em salas de aula físicas para a docência online, mesmo contanto com pouca ou nenhuma experiência com esse tipo de docência antes da pandemia. Adotando um enfoque de pesquisa narrativa, o presente estudo propõe explorar os fatores que influem na agência profissional dos docentes de inglês malaios em sua adaptação para docência online. Coletaram-se dados por meio de entrevistas com dez docentes de educação básica secundária de escolas rurais e urbanas. Os resultados mostram o modo em que fatores como as percepções dos docentes sobre as possibilidades das ferramentas digitais e as estruturas de apoio existentes influem no exercício de sua agência no ensino e na aprendizagem online. Também demonstram o potencial de agência dos docentes para adaptar suas aulas às necessidades dos estudantes. Esses resultados sugerem a necessidade de criar programas de desenvolvimento profissional que reconheçam a agência do docente no planejamento de futuros módulos de formação. Isso implica oferecer um currículo de capacitação diferenciado capaz de suportar e suportar de maneira orgânica o desenvolvimento dos docentes de língua levando em consideração suas destrezas tecnológicas prévias, suas experiências na docência e os contextos laborais.
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