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Distance education and national teacher training policies: Implementation evidence in a multi-level perspective

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DOI:

https://doi.org/10.14507/epaa.29.5638

Keywords:

distance education, public policies for teacher training, educational policy implementation, technology

Abstract

The Programa Nacional Escola de Gestores (PNEG) integrated the national teacher training policy and was financed by the Brazilian government. Ended in 2017, was part of a set of programs that elected distance education (DE) as its main strategy. The PNEG was designed to strengthen public school management. Based on graduates and PNEG instructors’ perceptions of this program at one federal university, this article provides evidence on multi-level administrative and educational decision-making processes in distance education. Mixed methods were adopted. Data was collected through a survey applied to 216 graduates and 29 interviews with the PNEG team entailed five dimensions: (i) the training and pedagogical design implemented; (ii) the polyteaching training team; (iii) distance education and the use of digital information and communicational technologies (DICTs); (iv) the resources and infrastructure provided by the local support center; and (v) the interaction between the graduates and the polyteaching team in the PNEG training process. The analyses reveal that, in DE, pedagogical planning, the use of technologies, and the combination of resources that stimulate interaction among the actors play a decisive role in this process. Team supervision is another mandatory aspect. Mediated by technologies, DE teacher training programs funded by the federal government have redesigned curricular trajectories, tried out different pedagogical strategies, and proposed new skills to students and trainers.

 

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Author Biographies

Breynner Ricardo Oliveira, Universidade Federal de Ouro Preto

Breynner R. Oliveira, Doutor, Professor do Departamento de Gestão Pública e dos Programas de Pós-Graduação em Educação e Economia Aplicada da Universidade Federal de Ouro Preto. Interesses na área de políticas públicas, com ênfase na implementação, avaliação e monitoramento de políticas socioeducativas. Investiga e supervisiona diversas pesquisas acadêmicas no campo da avaliação e implementação de políticas educacionais e sociais vinculadas a instituições e organizações a nível local, com foco nos processos de tomada de decisão, na percepção dos atores envolvidos, nas estratégias de implementação, nos efeitos institucionais produzidos e na dinâmica de trabalho dos sujeitos envolvidos.

Jianne Ines Fialho Coelho, Universidade Federal de Ouro Preto

Doutoranda e mestre em Educação pela Universidade Federal de Ouro Preto, especialista em EaD e graduada em Química pelo Centro Universitário de Caratinga. Pesquisa temas relacionados à implementação, avaliação e monitoramento de políticas educacionais.

Ellen Maira de Alcântara Laudares, Universidade Federal de Ouro Preto

Doutoranda em Educação pela Universidade Federal de Ouro Preto (UFOP). Atua como professora e supervisora na educação superior e na educação básica. Graduada em Línguas, Pedagogia e História. Pesquisa temas relacionados à implementação, avaliação e monitoramento de políticas educacionais.

Published

2021-11-08

How to Cite

Breynner Ricardo Oliveira, Jianne Ines Fialho Coelho, & Ellen Maira de Alcântara Laudares. (2021). Distance education and national teacher training policies: Implementation evidence in a multi-level perspective. Education Policy Analysis Archives, 29, 151. https://doi.org/10.14507/epaa.29.5638

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