Action-training research as an in service training tool for the integration of ICT in teaching practice

Abstract

Proposals for training teachers to integrate technology at school pedagogical practices have grown significantly since the creation of PROINFO in the late 1990s. This article addresses the reporting of the results of an action-research-training, analyzing the evolution of training, built along the process and adapted according to the experiences and learning shared by the participating researchers, trainers and teachers. To analyze this process of training experienced by teachers, trainers and researchers, the assumptions of the action-research-training defined by Vosgerau (2005) were used. In the three-year-implementation of the action-research-training, student volunteers of the School of Education, undergraduate research college students of the School of Education, students attending the Master’s degree in Education, research professors at the Post-Graduate Education School, and elementary school teachers participated in the process. Amongst the main results of the analysis, we highlight the need not to overburden the teacher-student with activities to be performed at a distance. Another point to ponder over is the relationship between the effort-time undertaken and the feedback in the functional career of the teacher. These and other observations lead us to infer that in order to a pre-service teacher formation take place there is the need of major political–administrative changes in the teachers’ career plan.