“Polidocência”: Perception of Distance Education Teachers
Aline Baseggio Sudo | 2012
This exploratory and qualitative has the purpose of investigating how teachers in the Letras Inglês and Letras Espanhol Distance Education programs see the collectiveness of their team, responsible for the conception and development of the courses. Based on the concept of Polidocência proposed by Mill (2010), which, different from the collective teacher concept proposed by Belloni (2006), can comprise every role in distance learning, respecting the hierarchy present in the functions involved in the process of teaching/learning. Data was collected through an open-ended questionnaire, which was answered by six teachers who have worked or are currently working in the Letras programs. From the analysis, 10 categories emerged. The results showed that the work in Distance Learning/Education can be seen as collective, in a lower or higher degree, depending specially on individual characteristics of the ones involved in the work. It could also be concluded that the teachers observed in this study did not consider the other functions involved in the Polidocência concept, such as the multidisciplinary team and coordination-team, as part of the collective work.