通过问题方法论对辅助技术初级教师培训的影响

C. Schirmer, Leila Regina d’Oliveira de Paula Nunes
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引用次数: 1

摘要

本研究的目的是计划、实施和评估一项关于使用辅助技术和辅助及替代沟通的职前教师培训计划。研究还调查了该项目对未来教师残疾观念的影响,以及他们在教学特殊需要学生方面的经验。本研究以一所特殊教育公立学校的37名教育学本科生、26名非发声学生和5名教师为对象进行了行动研究。方法程序包括:a)在项目开始和结束时对本科生进行问卷调查;b)根据问题化方法,由本科生专门为有特殊需要的学生量身定制的解释性课程和教学活动的发展——观察课堂的现实,选择教学问题,反思其决定因素,阐述假设,回顾文献,阐述,教学计划的实施与评价。数据显示,在该计划实施后,未来教师成功地使用了替代交流资源和策略,并调整了教学材料和资源,使他们能够与不会说话的学生接触电脑。结果还表明,大学生对残疾、辅助技术、辅助和替代沟通的观念发生了积极的变化。这项研究使特殊学校的教师受益,他们了解了这些资源,而不会说话的学生也增加了交流和社会互动的机会。
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Efeitos da formação inicial de professores em Tecnologia Assistiva através de metodologia problematizadora
The purposes of this study were to plan, implement and evaluate a Pre-service Teacher Training Program regarding the use of Assistive Technology and Augmentative and Alternative Communication. The effects of the program in the future teachers´ conceptions about disability, as well as their experience in teaching students with special needs were also investigated. An action research was conducted with 37 Pedagogy undergraduate students, 26 nonvocal students, and five teachers of a special education public school. The methodological procedures included a) questionnaires administered to the undergraduates in the beginning and the end of the Program, b) expositive classes and development of teaching activities by the undergraduates , specially tailored for students with special needs, according to the Problematization methodology - observation of the reality of classroom, selection of pedagogical problem, reflection about its determinants, hypothesis elaboration, review of the literature, elaboration, implementation, and evaluation of the teaching plan. Data showed that, following the Program, the future teachers successfully used Alternative Communication resources and strategies, as well as adapted pedagogical material and resources for accessing computer with their nonvocal students. Results additionally suggested positive changes in the undergraduates´ conceptions about disability, Assistive Technology and Augmentative and Alternative Communication. The study benefitted special school teachers, who learned about these resources, as well as the nonvocal students who enhanced their opportunities to communicate and socially interact.
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