Continuing teacher education: a proposal for the pedagogical use of information and communication technologies through Hybrid Teaching

Abstract

This article aims to understand the importance and the relationship between continuing education initiatives for teachers and the pedagogical use of information and communication technologies (ICT) in the process of teaching and learning through Hybrid Teaching in public schools with few technological resources. Thus, a qualitative research is used, understood as a case study, carried out with teachers from the 6th to the 9th grade of elementary education in public schools in the State of Rio de Janeiro, from the realization of two continuing education courses in that aspects related to ICTs such as educational technologies and Hybrid Teaching were addressed. The results show the recognition by teachers of the relevance of such initiatives as opportunities for reflection and updating in relation to the use of technology in the school context, recognizing it as a potentializing and enriching interface of the teaching and learning process in public schools that have few technological resources. However, although this training experience can be considered successful, there are obstacles that deserve to be considered, especially, what refers to this training, despite having happened at school, not having the participation and involvement of all teachers, revealing, in a way, the fragmentation of the formative process that, many times, prevents or weakens the thinking of a larger school and education project.