Design-Based Research (DBR) in Teacher Education: Technological-Pedagogical Fluency with Open Educational Resources (OER)

Abstract

Expanding the Technological-Pedagogical Fluency of teachers in the context of Basic
Education is a concrete and urgent challenge to be solved in the Brazilian scenario. For this,
teacher education processes have been implemented according to the principles of Design-
Based Research (DBR). Phases of diagnosis, planning, implementation, observation, and
redesign have generated intervention and production cycles to develop solutions and
contribute to the resolution of real problems. In this scope, a pedagogical product resulting
from DBR is analyzed. This is a proposal for emerging education process on Open
Educational Resources (OER) implemented through a Small Open Online Course. The
empirical results demonstrate the potential of DBR applied in an educational context to
promote teacher (co)authorship. This is possible through the creation and free sharing of
OER in public repositories. As conclusions, it is highlighted that teacher education through
the iterative cycles of DBR increases Technological-Pedagogical Fluency and, consequently,
enhances disruptive educational innovation.