Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program

Detalhes bibliográficos
Autor(a) principal: Barros, Bruna Cury de
Data de Publicação: 2020
Outros Autores: Marini, Carolina, Reali, Aline Maria de Medeiros Rodrigues
Tipo de documento: Artigo
Idioma: por
Título da fonte: EAD em Foco
Texto Completo: https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1278
Resumo: Due to the COVID-19 pandemic, teachers in Brazilian schools are facing several types of difficulties that they had never experienced. Based on this situation, experienced teachers, who act as mentors in a mentoring program based on blended learning, work to reinvent themselves as teachers in the face of social distancing and, at the same time, help beginning teachers (PIs) to deal with the challenges of this period. This paper presents exchanges between three mentors of early childhood education and their PIs in a virtual space, about experiences, pedagogical practices and feelings related to the pandemic period. Among the main difficulties cited by the participants, the following ones stand out: maintaining contact with children and their families; inequality of access to technological resources; development of remote education for young children. The mentors' initiative to hold a virtual meeting with the PIs points out the relevance of spaces for conversations between peers, especially during the pandemic, in which experienced teachers and beginners experience a feeling of isolation and intense learning process about what it means to be a teacher in this scenario.  Keywords: Teacher learning. Mentoring. Pandemic.
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spelling Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring ProgramPercepções sobre a Docência na Pandemia: Trocas entre Professoras Iniciantes e Experientes no Programa Híbrido de MentoriaDue to the COVID-19 pandemic, teachers in Brazilian schools are facing several types of difficulties that they had never experienced. Based on this situation, experienced teachers, who act as mentors in a mentoring program based on blended learning, work to reinvent themselves as teachers in the face of social distancing and, at the same time, help beginning teachers (PIs) to deal with the challenges of this period. This paper presents exchanges between three mentors of early childhood education and their PIs in a virtual space, about experiences, pedagogical practices and feelings related to the pandemic period. Among the main difficulties cited by the participants, the following ones stand out: maintaining contact with children and their families; inequality of access to technological resources; development of remote education for young children. The mentors' initiative to hold a virtual meeting with the PIs points out the relevance of spaces for conversations between peers, especially during the pandemic, in which experienced teachers and beginners experience a feeling of isolation and intense learning process about what it means to be a teacher in this scenario.  Keywords: Teacher learning. Mentoring. Pandemic.Em função da pandemia da COVID-19, professores das escolas brasileiras estão enfrentando diversos tipos de dificuldades que nunca haviam experienciado. A partir de tal situação, professoras experientes, que atuam como mentoras no Programa Híbrido de Mentoria, trabalham no sentido de se reinventar como docentes perante o distanciamento social e, ao mesmo tempo, auxiliar professores iniciantes (PIs) a lidar com os desafios deste período. Apresenta-se neste trabalho trocas entre três mentoras da educação infantil e suas PIs em um espaço virtual, sobre experiências, práticas pedagógicas e sentimentos referentes ao período da pandemia. Dentre as principais dificuldades citadas pelas participantes, destacam-se: manter contato com as crianças e suas famílias; desigualdade de acesso aos recursos tecnológicos; desenvolvimento de educação remota para crianças pequenas. A iniciativa das mentoras em realizar um encontro virtual com as PIs aponta a relevância de espaços para conversas entre pares, principalmente durante a pandemia, em que docentes experientes e iniciantes vivenciam sentimento de isolamento e intenso processo de aprendizagem sobre o que é ser docente nesse cenário. Palavras-chave: Aprendizagem da docência. Mentoria. Pandemia.  Fundação Cecierj2020-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/127810.18264/eadf.v10i3.1278EaD em Foco; Vol. 10 No. 3 (2020): DL Contributions in times of pandemic and post-pandemic (Part 1/2)EaD em Foco; Vol. 10 Núm. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)EaD em Foco; v. 10 n. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)2177-8310reponame:EAD em Focoinstname:Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)instacron:CECIERJporhttps://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1278/611Copyright (c) 2020 EaD em Focoinfo:eu-repo/semantics/openAccess Barros, Bruna Cury deMarini, CarolinaReali, Aline Maria de Medeiros Rodrigues 2022-01-01T16:09:26ZRevistahttps://eademfoco.cecierj.edu.br/index.php/RevistaONG
dc.title.none.fl_str_mv Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
Percepções sobre a Docência na Pandemia: Trocas entre Professoras Iniciantes e Experientes no Programa Híbrido de Mentoria
title Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
spellingShingle Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
Barros, Bruna Cury de
title_short Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
title_full Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
title_fullStr Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
title_full_unstemmed Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
title_sort Perceptions about Teaching in Pandemic: Exchanges between Beginning and Experienced Teachers in a Mentoring Program
author Barros, Bruna Cury de
author_facet Barros, Bruna Cury de
Marini, Carolina
Reali, Aline Maria de Medeiros Rodrigues
author_role author
author2 Marini, Carolina
Reali, Aline Maria de Medeiros Rodrigues
author2_role author
author
dc.contributor.author.fl_str_mv Barros, Bruna Cury de
Marini, Carolina
Reali, Aline Maria de Medeiros Rodrigues
description Due to the COVID-19 pandemic, teachers in Brazilian schools are facing several types of difficulties that they had never experienced. Based on this situation, experienced teachers, who act as mentors in a mentoring program based on blended learning, work to reinvent themselves as teachers in the face of social distancing and, at the same time, help beginning teachers (PIs) to deal with the challenges of this period. This paper presents exchanges between three mentors of early childhood education and their PIs in a virtual space, about experiences, pedagogical practices and feelings related to the pandemic period. Among the main difficulties cited by the participants, the following ones stand out: maintaining contact with children and their families; inequality of access to technological resources; development of remote education for young children. The mentors' initiative to hold a virtual meeting with the PIs points out the relevance of spaces for conversations between peers, especially during the pandemic, in which experienced teachers and beginners experience a feeling of isolation and intense learning process about what it means to be a teacher in this scenario.  Keywords: Teacher learning. Mentoring. Pandemic.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1278
10.18264/eadf.v10i3.1278
url https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1278
identifier_str_mv 10.18264/eadf.v10i3.1278
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://eademfoco.cecierj.edu.br/index.php/Revista/article/view/1278/611
dc.rights.driver.fl_str_mv Copyright (c) 2020 EaD em Foco
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 EaD em Foco
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Cecierj
publisher.none.fl_str_mv Fundação Cecierj
dc.source.none.fl_str_mv EaD em Foco; Vol. 10 No. 3 (2020): DL Contributions in times of pandemic and post-pandemic (Part 1/2)
EaD em Foco; Vol. 10 Núm. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)
EaD em Foco; v. 10 n. 3 (2020): Edição Especial - EaD em tempos de pandemia e pós-pandemia (Parte 1/2)
2177-8310
reponame:EAD em Foco
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instname_str Fundação Centro de Ciências e Educação Superior a Distância do Estado do Rio de Janeiro (CECIERJ)
instacron_str CECIERJ
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reponame_str EAD em Foco
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