Formação de professores de EFL: explorando o crescimento profissional por meio da integração do Padlet e da reflexão
DOI:
https://doi.org/10.18861/cied.2025.16.especial.4079Palavras-chave:
padlet, TPACK, práticas reflexivas, professores em formação, identidade docenteResumo
Este artigo investiga o impacto da integração da plataforma digital Padlet e práticas reflexivas em um curso de Mestrado em TESOL sobre o crescimento profissional de futuros professores. O estudo envolveu 14 estudantes de uma universidade do sul do Vietnã e utilizou diários reflexivos, declarações evolutivas da filosofia docente, uma enquete final do curso e entrevistas estruturadas. Os resultados indicaram correlações positivas entre o conhecimento tecnológico pedagógico do conteúdo (TPACK), como percebido pelos alunos, e a estrutura e o conteúdo do curso. Dois temas principais emergiram com a integração do Padlet. O primeiro, experiências de aprendizagem aprimoradas, destacou práticas inclusivas, motivadoras e ligadas ao mundo real. O segundo, integração tecnológica, apresentou tanto as vantagens quanto as limitações da plataforma, promovendo, ao mesmo tempo, um espírito colaborativo entre os docentes em formação. A reflexão teve um papel essencial, revelando temas como inovação, ensino centrado no aluno, desafios no ensino de línguas e construção da identidade docente. Esses resultados ressaltam o desenvolvimento do TPACK, a eficácia no ensino e o compromisso com a aprendizagem ao longo da vida. O artigo discute implicações pedagógicas sobre o uso de tecnologias como Padlet e práticas reflexivas em cursos de formação docente para potencializar uma educação transformadora em EFL, além de propor futuras linhas de pesquisa sobre a relação entre TPACK, eficácia didática e reflexão em contextos educacionais em evolução.
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