Abstract:

The purpose of the research is to analyze how undergraduate students who were participants in the Technoteaching discipline offered in 2016 transform their understanding about teaching practices from the development of activities in interdisciplinary groups with the use of the Digital Technologies of Information and Communication (TDICs). Considering the fragmentation of knowledge and the underutilization of Digital Technologies of Information and Communication (TDICs) as problems in teacher training, this research - characterized as a Case Study - presents as unit of analysis seven interdisciplinary groups. The research is subdivided in three stages: planning, data collection and analysis. The first stage involves the preparation of the instruments and equipments for the data collection and analysis, and the elaboration of the data collection protocols. In stage two, the data is collected through the utilization of the survey, intermediate and self-evaluation questionnaires. The data analysis is performed using methodological triangulation focused on interdisciplinary work and the utilization of digital technologies by the students. It is noted that the students still perceived teaching practices as being centralized in the teachers without the use of TDICs. During the process, beginnings of the interdisciplinarity concept are incorporated to the teaching practices concept linked to the idea of mutual learning. The elements linked to TDICS were understood as necessary for the teaching practices either to attract students` attention or for the development of innovative practices. Therefore, it is understood by the authors that the proposal of utilization of TDICs in interdisciplinary groups in teaching training can mobilize them to transform their understanding about teaching practices.

Keywords:

Teacher Training, Interdisciplinarity, Technoteaching.