Distance Learning for Teacher Training in Brazil

Bof, Alvana Maria

doi:10.19173/irrodl.v5i1.172

Cited by 18 publications

(12 citation statements)

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“…Bof (2004) describes the Brazilian Ministry of Education distance education model called Proformação, a distance teacher certification course designed to train 27,000 uncertified teachers in 15 Brazilian states. Proformação includes face-to-face sessions, workbook activities, practice evaluations, tutorial meetings, and bi-monthly tests.…”

Section: Open and Distance Learning Successes And Challengesmentioning

confidence: 99%

“…Following an evaluation that revealed the program's positive impact on participants' teaching practices and a significantly low dropout rate (11.5%), Proformação has been identified as the "distance learning program for the 21st century" (Moore, 2001). It is noteworthy that the successes of Proformação and Telesecundaria are attributed to print and television technologies (Bof, 2004) and not the Internet, which remains inaccessible to most individuals in these countries.…”

Section: Open and Distance Learning Successes And Challengesmentioning

confidence: 99%

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Technology-Enhanced Learning in Developing Nations: A review

Gulati

2008

IRRODL

233

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Learning 'using' technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and nongovernmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technologyenhanced learning help address the poverty, literacy, social, and political problems in developing countries?

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Section: Open and Distance Learning Successes And Challengesmentioning

confidence: 99%

Section: Open and Distance Learning Successes And Challengesmentioning

confidence: 99%

Technology-Enhanced Learning in Developing Nations: A review

Gulati

2008

IRRODL

233

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“…It is considered significant with this research to identify the ereadiness and expectations and satisfactions of prospective teachers towards giving some theoretical lessons with distance education which has been applied for the first time in the faculty of education. Bof (2004) has emphasized the importance of designing a training program to meet the needs and expectations and to provide the satisfaction at the end of training by identifying what kind of training system prospective teachers need and their expectations especially in the models applying distance education in teacher training.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Prospective Teachers’ Readiness and Satisfactions About Web-Based Distance Education

Öztürk¹,

Öztürk²,

Özen³

2018

Turkish Online Journal of Distance Education

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Distance education is a kind of education in which learner and teacher communicate through a means either simultaneously or at different times being present in different places. In this study, it is aimed to determine the prospective teachers' readiness and satisfaction levels after the procedure related with the courses which they take through distance education. Correlational study model is used in the study. The study was conducted with 261 undergraduate students who took some of the courses distantly in diverse undergraduate programs in the faculty of education at Abant Izzet Baysal University, Bolu, Turkey and 232 students of pedagogical formation in the same faculty. The participants of the study consisted of 493 prospective teachers. In the study, "eReadiness Scale" and "e-Satisfaction Scale" were used as data collection tools. As a result, the levels of readiness and satisfaction from web based distance education of prospective teachers was found to be above the mean score. Readiness levels according to the sub dimensions of the Readiness Scale were generally positive; however, prospective teachers thought that they were equipped in the subjects including the sub dimensions of "technical skills" and "factors that affect success". It was determined that prospective teachers were generally satisfied with the subjects related to all the sub dimensions of the Satisfaction Scale. It was revealed that there was a meaningful relationship between readiness and satisfaction levels. The readiness and satisfaction levels of the prospective teachers having pedagogical formation education were higher when compared to those of the prospective teachers of education faculty. The department having the highest readiness and satisfaction levels was History-Geography department.

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“…Of these private sector educational offerings, Telecurso 2000, currently serves over .5 million students and delivers "primary and secondary school education to adults through open-circuit television and printed material" (Litto, 2006, p. 12). The remainder of Brazilians studying at a distance tends to be enrolled in a variety of authorized extension courses, university programs, vocational education (Bof, 2004) and radiobased courses (Wikipedia, 2008).…”

Section: Brazilian Distance Educationmentioning

confidence: 99%

Distance Education and Corporate Training in Brazil: Regulations and interrelationships

Porto

Berge

2008

IRRODL

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Distance education in Brazil has evolved more slowly than distance education offerings in other developing countries. This is because all aspects of Brazil's publicly-funded educational system are excessively regulated, highly bureaucratic, and tightly centralized. Such highly centralized bureaucracy and strict control has resulted in tremendous hurdles that work to thwart the adoption, provision, and diffusion of distance education. This is not good news: Like many developing countries, Brazil is also characterized by wide gaps in wealth distribution, with 20 percent of its population functionally illiterate and living below the poverty line. Distance education, therefore, could be used to help train Brazil's citizens. Brazil's emerging status in the global economy, however, is generating enormous opportunities that are fueling demand for change. For example, in their quest to be competitive in the emerging global economy, Brazil's corporate sector has addressed this challenge by establishing corporate universities to train and educate their employees; much of this corporate training and education takes place online and at a distance. The established and emerging educational opportunities provided by Brazil's corporate sector, in turn, is fuelling the demand for the provision of distance education throughout Brazil. Indeed, most Brazilians are ready for distance education. Many Brazilian households own television sets and cellular telephones, and its expanding communication infrastructure has capacity to support distance and continuing education models. Moreover, this capacity is currently being used by Brazil's rapidly expanding corporate university sector. In spite of Brazil's emergence in the global marketplace and its private-sector educational success stories, Brazil's public educational institutions have not kept pace. This is due to Brazil's long-standing stringent regulation of its public education sector. Recent public initiatives, however, such as the Open University of Brazil, do hold promise in fueling the growth of distance education to meet the needs of its citizens, poor and rich alike. This paper analyzes the evolution of distance education in Brazil. It explores interrelationship between the nation's corporate and publicly-funded highereducation sectors, and the influences Brazil's highly regulated distance education practices has on the corporate environment. The paper concludes with a broad-brushed overview of 'success stories' of Brazil's corporate universities.

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Distance Learning for Teacher Training in Brazil

Cited by 18 publications

References 0 publications

Technology-Enhanced Learning in Developing Nations: A review

Technology-Enhanced Learning in Developing Nations: A review

The Relationship Between Prospective Teachers’ Readiness and Satisfactions About Web-Based Distance Education

Distance Education and Corporate Training in Brazil: Regulations and interrelationships

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