Competências digitais, currículo e formação docente em Educação Física

Allyson Carvalho de Araújo; Maria Eulina Pessoa de Carvalho; Alan Patrick Ovens; Jorge Knijnik

Competências digitais, currículo e formação docente em Educação Física

Translated title of the contribution: Digital competencies, curriculum and physical education teacher Education

Allyson Carvalho de Araújo, Maria Eulina Pessoa de Carvalho, Alan Patrick Ovens, Jorge Knijnik

Western Sydney University

Research output: Contribution to journal › Article › peer-review

Abstract

The text aims to identify themes related to digital competences in Physical Education teacher training proposals in three countries. By content analysis, statements about media and technology in curricular documents from three higher education courses in Physical Education in Australia, Brazil and New Zealand are categorized according to theoretical frameworks of digital skills for UNESCO and European Union teachers. The categories of “Uses of technology in the didactic field” and “Promotion of pedagogical aspects” are the most explored. New Zealand and Australia’s proposals cover all the dimensions discussed, in contrast to the Brazilian one. It defends an organic articulation of the methodological, critical and productive dimensions of media-education in teacher education

Translated title of the contribution	Digital competencies, curriculum and physical education teacher Education
Original language	Portuguese
Article number	e002521
Number of pages	10
Journal	Revista Brasileira de Ciencias do Esporte
Volume	43
Publication status	Published - 2021

Open Access - Access Right Statement

Este é um artigo Open Access sob uma licença CC BY-NC-ND (http://creativecommons.org/licenses/by-nc-nd/4.0/).

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Compet{\^e}ncias digitais, curr{\'i}culo e forma{\c c}{\~a}o docente em Educa{\c c}{\~a}o F{\'i}sica",

abstract = "The text aims to identify themes related to digital competences in Physical Education teacher training proposals in three countries. By content analysis, statements about media and technology in curricular documents from three higher education courses in Physical Education in Australia, Brazil and New Zealand are categorized according to theoretical frameworks of digital skills for UNESCO and European Union teachers. The categories of “Uses of technology in the didactic field” and “Promotion of pedagogical aspects” are the most explored. New Zealand and Australia{\textquoteright}s proposals cover all the dimensions discussed, in contrast to the Brazilian one. It defends an organic articulation of the methodological, critical and productive dimensions of media-education in teacher education",

author = "{de Ara{\'u}jo}, {Allyson Carvalho} and {de Carvalho}, {Maria Eulina Pessoa} and Ovens, {Alan Patrick} and Jorge Knijnik",

year = "2021",

language = "Portuguese",

volume = "43",

journal = "Revista Brasileira de Ciencias do Esporte",

issn = "0101-3289",

publisher = "Elsevier",

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TY - JOUR

T1 - Competências digitais, currículo e formação docente em Educação Física

AU - de Araújo, Allyson Carvalho

AU - de Carvalho, Maria Eulina Pessoa

AU - Ovens, Alan Patrick

AU - Knijnik, Jorge

PY - 2021

Y1 - 2021

N2 - The text aims to identify themes related to digital competences in Physical Education teacher training proposals in three countries. By content analysis, statements about media and technology in curricular documents from three higher education courses in Physical Education in Australia, Brazil and New Zealand are categorized according to theoretical frameworks of digital skills for UNESCO and European Union teachers. The categories of “Uses of technology in the didactic field” and “Promotion of pedagogical aspects” are the most explored. New Zealand and Australia’s proposals cover all the dimensions discussed, in contrast to the Brazilian one. It defends an organic articulation of the methodological, critical and productive dimensions of media-education in teacher education

AB - The text aims to identify themes related to digital competences in Physical Education teacher training proposals in three countries. By content analysis, statements about media and technology in curricular documents from three higher education courses in Physical Education in Australia, Brazil and New Zealand are categorized according to theoretical frameworks of digital skills for UNESCO and European Union teachers. The categories of “Uses of technology in the didactic field” and “Promotion of pedagogical aspects” are the most explored. New Zealand and Australia’s proposals cover all the dimensions discussed, in contrast to the Brazilian one. It defends an organic articulation of the methodological, critical and productive dimensions of media-education in teacher education

UR - https://hdl.handle.net/1959.7/uws:66544

M3 - Article

SN - 0101-3289

VL - 43

JO - Revista Brasileira de Ciencias do Esporte

JF - Revista Brasileira de Ciencias do Esporte

M1 - e002521

ER -

Competências digitais, currículo e formação docente em Educação Física

Abstract

Open Access - Access Right Statement

UN SDGs

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