Experiencias de aprendizaje profesional docente en MOOC: profesores de Sonora, México que participaron en la Colección de Aprendizajes Clave

María Lorena  Ballesteros Ibarra; Martín Alonso Mercado Varela; Nancy Janett García Vázquez; Leonardo David Glasserman Morales

doi:10.35699/1983-3652.2020.25099

Autores

María Lorena Ballesteros Ibarra Instituto Tecnológico de Sonora https://orcid.org/0000-0001-9273-3997
Martín Alonso Mercado Varela Instituto Tecnológico de Sonora https://orcid.org/0000-0001-8733-115X
Nancy Janett García Vázquez Centro de Enseñanza Técnica y Superior https://orcid.org/0000-0002-1290-5427
Leonardo David Glasserman Morales Tecnológico de Monterrey https://orcid.org/0000-0001-7960-9537

DOI:

https://doi.org/10.35699/1983-3652.2020.25099

Palavras-chave:

Aprendizagem profissional, Cursos massivos, Treinamento de professor, MOOC

Resumo

Nos últimos anos, os Cursos Online Abertos e Massivos (MOOC) tornaram-se locais importantes para o aprendizado profissional de professores. Nesse contexto, o objetivo foi compreender as experiências de aprendizagem profissional que um grupo de professores do ensino fundamental no México vivenciou no conjunto de MOOC denominado “Coleção de Aprendizagem Chave”. Utilizou-se o método de pesquisa qualitativa e a entrevista semiestruturada foi aplicada como instrumento a 17 professores em serviço. Os achados sobre as experiências de aprendizagem dos professores foram categorizados em: (1) interação com a proposta didática do MOOC; e (2) conclusão ou abandono de MOOC. Na primeira categoria, são detalhados os elementos didático-pedagógicos que caracterizaram a construção da aprendizagem dos professores, tais como: atividades, interação entre os participantes, recursos para a aprendizagem e esquemas de avaliação. Na segunda categoria, destacam-se as motivações e competências que favoreceram alguns professores para a conclusão dos MOOC, e como a ausência de alguns deles influenciou no abandono dos cursos por outros professores; o compromisso com o ensino foi uma motivação identificada, e dentro das habilidades digitais se destacaram a autorregulação e as habilidades de gerenciamento de tempo. Esses resultados são úteis para favorecer a construção de ambientes online massivos e abertos que fomentem a aprendizagem profissional dos professores.

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