Abstract
The Master’s research that this article takes place aimed to develop a proposal for teacher training for teachers working in Higher Education, in Engineering courses to distance, who have difficulties with pedagogical practices aligned with digital Technologies. The aim was to address pedagogical possibilities based on the Multiple Representations and Learning Objects frameworks. This theoretical articulation supported the development and application of a continuing education course for a group of teachers trained in engineering, promoting the updating of their pedagogical practice in the light of their training needs and the reality of distance education. The research was based on a qualitative approach and the data was collected through electronic activities and questionnaires, which were analyzed according to the assumptions of the Textual Discourse Analysis framework. From the analytical categories, it was possible to deduce that the teacher training raised participants' awareness of the importance of continuing pedagogical training and the contributions of digital technologies to distance learning, as well as showing the relevance of inserting Multiple Representations and Learning Objects as strategies to promote the exemplification of content and satisfactory student learning.
Published Version
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