Dissertações de mestrado

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Navegando Dissertações de mestrado por Assunto "Abordagens híbridas"

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    Affordances da abordagem híbrida do ensino-aprendizagem de inglês e formação de professores
    (Universidade Federal do Espírito Santo, 2019-12-03) Castro, Ana Laura Silva de; Finardi, Kyria Rebeca Neiva de Lima; https://orcid.org/0000000179832165; http://lattes.cnpq.br/1076562311962755; https://orcid.org/; http://lattes.cnpq.br/; Kadri, Michele Salles El; https://orcid.org/; http://lattes.cnpq.br/; Furlan, Claudia Jotto Kawachi; https://orcid.org/; http://lattes.cnpq.br/7226263950843874; Archanjo, Renata; https://orcid.org/; http://lattes.cnpq.br/
    With the purpose of reflecting on the role of new information and communication technologies (NTIC) in teacher education, this research study analyzes the affordances (VAN LIER, 2004) acknowledged as potentials and limitations, provided by digital tools in hybrid approaches, which include NTIC in face-to- face or online processes of English teacher education. Therefore, the main objective of this study is to analyze the affordances of hybrid approaches as MALL (Mobile Assisted Language Learning) (HULME; SHIELD, 2008) and flipped classroom (BERGMANN; SAMS, 2012) in the process of teacher education, according to the perspectives of the teacher-researcher and preservice English teachers, through the analysis of potentialities and limitations. The study is ethnographic and identified as a case study (DIVAN; OLIVEIRA, 2007) with Participant Observation (KAWULICH, 2005) with teachers in initial training, students of the discipline Estágio Supervisionado I in the English Literature and Language course of a federal university in the southeast of Brazil. Overall data analysis shows that the perceived affordances in the use of hybrid approaches are related to student motivation, digital literacy, the possibility of personalization and adaptation of content and class plan. On the other hand, the limitations are the extra work that hybrid approaches require, the lack of resources and public policies that ensure the presence and usability of NTIC in public schools. The study concludes that further research is needed on the use of hybrid approaches in initial L2 teacher education, continuing education and L2 teacher practice to raise awareness of the potential that hybrid approaches can offer.