Author(s): Barros, Daniela Melaré Vieira ; Nobre, Ana ; Chenoll, Antonio ; Valente, Paula
Date: 2024
Persistent ID: http://hdl.handle.net/10400.2/15705
Origin: Repositório Aberto da Universidade Aberta
Subject(s): Continuing pedagogical training; Professional training; Didactic strategies in e-Learning; DK e-learning-TPC Observation Table
Although some research on optimising digital strategies is already known in higher education, in the context of vocational training, more specifically in the continuous pedagogical training of trainers, there have been few studies to date in Portugal. There is a call for new digital strategies that enable innovation and change. However, in vocational training, change occurs when the actors want to "change their identity" (Machado & Formosinho, 2009, p.302). It is against this backdrop of a desire to change paradigms that this chapter aims to bring this topic, and its importance, into the discussion. This work is the result of analysing online courses in the continuous pedagogical training of trainers based on criteria that have already been validated in terms of the pedagogical design of learning in an e-learning context. The methodological procedures involve a qualitative, interpretative approach that is applied in a vocational training context.
