Collaborative practices with TDIC

curricular innovation in teaching assistantship experiences

Abstract

Advancing teacher formation through innovations in times of digital information and communication technologies (TDIC) and digital interconnection can be a revolutionary act. In this sense, this article describes the experience of implementing TDIC in the teaching assistantship with a Pedagogy class. We use TDIC as mediating resources in the context of hybrid spaces. The research question is: How the didactic sequence was organized and experienced in a collaborative perspective with students in the curricular component “Research and pedagogical practice 3?” The qualitative study was developed through the Lewinian model of experiential learning. The data are the result of the researchers’ descriptions and narratives about the teaching practice. Based on the inferences from the experience, we realized that TDIC can reduce margins and dualities. However, the relationships mediated by technologies are intensified by the affective, communicational, coordinated, and interactional intention of co-responsibility between individuals.