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Apr 23, 2025
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Apr 30, 2025
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Abstract

This study aimed to understand teachers’ conceptions and practices concerning collaborative work around planning pedagogical strategies with digital technologies. And to help design a training plan based on the F@R Model (Training-Action-Reflection). This is an innovative piece of work, in terms of methodology, in this area of study and intervention, and corresponds to the first of three action-research cycles designed. The participants were five teachers from the 2nd cycle of basic education in Portugal (equivalent to ISCED 2). Data collection was centred on interviews, with a focus on content analysis. In this study, the importance attributed by the participants to collaborative work, as well as to inter- and transdisciplinary practices, was verified. However, it turned out that these practices have only taken place informally and without planning. Structural and personal challenges and favourable factors for integrating digital technologies were highlighted. Difficulties related to access to technology were the main ones, with the highest number of references. The participants prioritised a collaborative and practical approach to training. In this way, it was confirmed that the approach followed was a promising strategy for planning the work to be done, which supported the design of the training plan.

Keywords

Action Research Collaboration among Teachers Inter- and Transdisciplinary Pedagogical Strategies Digital Technologies Training Plan

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How to Cite
Rodrigues Lourenço, L., Cruz, E., & Piedade, J. (2025). Collaborating to cross subject boundaries with digital technologies: designing a training plan through action research. Journal of E-Learning and Knowledge Society, 21(1), 19-31. https://doi.org/10.20368/1971-8829/1136171

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