Abstract:

This abstract, submitted to the topic, “Technology in education” shows the impact of the experiences of teaching in Classroom (TC) and teaching in a virtual environment (VE) in college teachers training. The specific objectives are: to analyze the significant experiences narrated by professors of TC and VE and possibles influences on their (trans) formation; understand the strategic markers present in choreographies of teaching and their transposition/reconstruction of TC to VE and vice versa and identify the possible interrelationships between choreography of teaching presented in TC and VE. The theoretical framework of the study focuses on the choreographies of teaching, the teaching in higher education, with coverage in teachers knowledge and use of ICT and historical-cultural theory. The approach is qualitative and the information were gathered through narrative interviews with college teachers that work in TC and VE. The information set (corpus) was analyzed through discursive textual analysis. Regarding comparative education, the study presents contributions to the teacher professional development and the use of ICT in teaching. Among the results, we highlight the interrelationships between choreography of teaching in TC and VE, the role of the distance tutor in preparing of the choreographies of teaching college professors and the [re] construction of new knowledge of teaching, as the knowledge directed to use/integration of web and ICT in teaching-learning process.

Keywords:

ICT, Virtual teaching-learning environment, Training teachers, Teaching in higher education, Choreographies of teaching.