Abstract:

This investigation aims to reflect a study carried out in seven schools, belonging to the same geographic area, measuring the impact of the digital training workshops, created by the Digital Transition Plan, on the pedagogical practices of teachers in the 1st, 2nd and 3rd cycle of the primary and secondary education. It is intended to compare the levels of digital skills of teachers in two areas: Teaching and Learning and Assessment.
From this perspective, Training Centers tend to be a driving force in the construction of collaborative networks of Schools and to constitute an inexhaustible innovative resource in the production and sharing of pedagogical knowledge.

The intervention was carried out in a group of schools located in Alentejo, based on information collection instruments built for this purpose (questionnaire).

The target audience includes teachers as a students. In total, 205 responses from teachers and 1324 from students were validated, after outliers detected were discarded

As results we build a statistical comparison model that can respond to the problem. The study reveals a positive, albeit reduced, impact on the renewal of pedagogical practices or punctual and slow developments in most schools. It also shows the need to deepen and promote continuous training in the digital sphere. It is essential for school organizations, individually or in clusters, for example, through Training Centers, to build plans and projects that provide teachers with a significant appropriation of digital in their practices.

Teachers' adherence to digital has proven to be a strong point, although with a lot of room for growth. The study shows this improvement, however, it is a slow change that requires more time and monitoring.

The answers given by teachers and students can be sustained through changes, even if slight. The data may reveal an overvaluation of digital activities, which is not yet fully rooted, nor does it appear to be consistent, as evidenced by the dispersion of responses, but the path has already begun.

Keywords:

Training Evaluation, Evaluation of the training impact, Digital, Continuous Professional Training of Teachers, School Organizations.