Grau de maturidade de competências dos professores da educação básica com base em padrões criados pela Unesco

Abstract

The present research addresses a study of the skills, and knowledge necessary for teachers to use the technologies to promote learning. The study was based on UNESCO's ICT Competency Standards. Although technology has advanced, its use in education is a theme that needs to be studied to obtain strategies that motivate its use pedagogically, as well as for the continuing education of teachers. This research aims to map the Degree of maturity of competences in technologies of teachers of Basic Education of Tocantins based on UNESCO standards. The research is exploratory, Gil (1999), with a qualitative-quantitative approach. As for the data, they were collected through an electronic form provided in the School Management System -SGE of the State Department of Education of Tocantins-SEDUC and reports. The research sample is composed of 1,553 participating teachers, equivalent to 12.6% of the total, who answered the form entitled "my technological profile". The work is organized in 6 chapters. In the first chapter the introduction is described; In the second, the methodology; In the third report the implementation of technology infrastructure in schools and the continuing training of teachers in Tocantins; In the fourth is the Mapping of the Performance of Teachers regarding the use of technologies (UNESCO reference frame 2009); In the fifth, the creation of three-dimensional metrics to measure the degree of maturity of teachers' competences of basic education in ICT, based on the Euclidean Distance and the guidelines of UNESCO's landmark framework (2009); And finally, in the sixth chapter, he presents the conclusions of the work developed, as well as proposals for future work. It was observed with the results that even though there was a technological infrastructure implantation in schools, there are still high percentages of teachers with low levels of competence maturity, especially in the Regional Teaching Offices of Palmas, Paraíso, Araguaína and Dianópolis. Therefore, the results indicated the need for greater investment in continuing education for some Teaching Regionals. The metrics determining the degree of teacher competency maturity in ICT can be used to base the decision-making of managers on continuing education to fill these gaps.