Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.36367/ntqr.12.2022.e627 |
Resumo: | This article presents the qualitative research path, which discusses the challenges and learning in the initial training of teachers of the Centre for Distance Education of the Santa Catarina State University in Brazil (CEAD/UDESC)and of the Department of Education and Psychology of the University of Aveiro in Portugal, in the period of the Covid-19 Pandemic. The research context took place in initial teacher training courses in these educational institutions. This is a qualitative, exploratory, case study type research, according to Yin's (2015) conception. The research corpus consisted of documentary sources; semi-structured interviews, which ran through synchronous meetings, via the Zoom platform and questionnaires and testimonies carried out asynchronously, via email. Seven professors and eight students participated in the interviews, included in the training courses of both universities. For data analysis and interpretation, supported by the WebQDA software, the principles of content analysis were used, as recommended by Bardin (2016), organized in three stages: 1) pre-analysis, 2) exploration of the material and 3) treatment of the data. results, inference and interpretation. In coding the data, two main categories were listed: difficulties and learning, from which a series of subcategories emerged. The definition of the methodological approach applied to this qualitative investigation brought together stages, processes and techniques selected for the construction of the study and, consequently, its articulation with the theoretical framework and the research objectives. The use of the WebQDA software, inspired by the studies of Neri de Souza, Neri de Souza, Costa, Moreira, & Freitas, (2017); Souza, Costa, & Moreira, (2011) was important for the treatment of the data, which, once inserted, opened up a range of possibilities for the design of the analysis with multiple classification variables, as well as the articulation and triangulation with the different sources of data |
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Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of PandemicFormação Inicial de Professores no Brasil e Portugal: Uma Investigação Qualitativa em Tempos de PandemiaPesquisa QualitativaAnálise de ConteúdoFormação Inicial de ProfessoresPrática PedagógicaPandemia Covid-19Qualitative ResearchContent analysisTeacher TrainingPedagogical PracticePandemic-Covid-19This article presents the qualitative research path, which discusses the challenges and learning in the initial training of teachers of the Centre for Distance Education of the Santa Catarina State University in Brazil (CEAD/UDESC)and of the Department of Education and Psychology of the University of Aveiro in Portugal, in the period of the Covid-19 Pandemic. The research context took place in initial teacher training courses in these educational institutions. This is a qualitative, exploratory, case study type research, according to Yin's (2015) conception. The research corpus consisted of documentary sources; semi-structured interviews, which ran through synchronous meetings, via the Zoom platform and questionnaires and testimonies carried out asynchronously, via email. Seven professors and eight students participated in the interviews, included in the training courses of both universities. For data analysis and interpretation, supported by the WebQDA software, the principles of content analysis were used, as recommended by Bardin (2016), organized in three stages: 1) pre-analysis, 2) exploration of the material and 3) treatment of the data. results, inference and interpretation. In coding the data, two main categories were listed: difficulties and learning, from which a series of subcategories emerged. The definition of the methodological approach applied to this qualitative investigation brought together stages, processes and techniques selected for the construction of the study and, consequently, its articulation with the theoretical framework and the research objectives. The use of the WebQDA software, inspired by the studies of Neri de Souza, Neri de Souza, Costa, Moreira, & Freitas, (2017); Souza, Costa, & Moreira, (2011) was important for the treatment of the data, which, once inserted, opened up a range of possibilities for the design of the analysis with multiple classification variables, as well as the articulation and triangulation with the different sources of dataEste artigo apresenta o percurso de investigação qualitativa, que discute os desafios e aprendizagens na formação inicial de professores do Centro de Educação a Distância da Universidade de Santa Catarina - Brasil (CEAD/UDESC) e do Departamento de Educação e Psicologia da Universidade de Aveiro em Portugal, no período da Pandemia da Covid-19. O contexto da pesquisa se deu em cursos de formação inicial de professores nessas instituições educacionais. Trata-se uma pesquisa qualitativa, exploratória, tipo estudo de caso, conforme a concepção de Yin (2015). O corpus da pesquisa foi constituído por fontes documentais; entrevistas semiestruturadas, que correram por encontros síncronos, via plataforma Zoom e questionários e depoimentos realizados de forma assíncrona, via e-mail. Participaram das entrevistas sete docentes e oito discentes, inseridos nos cursos de formação de ambas universidades. Para análise e interpretação dos dados, apoiadas pelo software WebQDA, foram utilizados os princípios da análise de conteúdo, conforme preconizada por Bardin (2016), organizada em três etapas: 1) pré-análise, 2) exploração do material e 3) tratamento dos resultados, inferência e interpretação. Na codificação dos dados foram elencadas duas categorias principais: dificuldades e aprendizagens, das quais emergiram uma série de subcategorias. A definição do percurso metodológico aplicado a essa investigação qualitativa reuniu etapas, processos e técnicas selecionados para a construção do estudo e, por consequência, a sua articulação com o arcabouço teórico e os objetivos da pesquisa. A utilização do software WebQDA , inspirada nos estudos de Neri de Souza, Neri de Souza, Costa, Moreira, & Freitas, (2017); Souza, Costa, & Moreira, (2011) foi importante para o tratamento dos dados, que uma vez inseridos, abriram um leque de possibilidades para o desenho da análise com múltiplas variáveis de classificação, bem como a articulação e triangulação com as diferentes fontes de dados.Ludomedia2022-07-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.12.2022.e627https://doi.org/10.36367/ntqr.12.2022.e627New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e627New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e627New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e6272184-777010.36367/ntqr.12.2022reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://publi.ludomedia.org/index.php/ntqr/article/view/627https://publi.ludomedia.org/index.php/ntqr/article/view/627/629Tânia Regina da Rocha UnglaubBetina da Silva LopesFrancislê Neri de SouzaLidnei Venturainfo:eu-repo/semantics/openAccess2023-08-13T09:13:36Zoai:ojs.publi.ludomedia.org:article/627Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:48:26.410765Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic Formação Inicial de Professores no Brasil e Portugal: Uma Investigação Qualitativa em Tempos de Pandemia |
title |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic |
spellingShingle |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic Tânia Regina da Rocha Unglaub Pesquisa Qualitativa Análise de Conteúdo Formação Inicial de Professores Prática Pedagógica Pandemia Covid-19 Qualitative Research Content analysis Teacher Training Pedagogical Practice Pandemic-Covid-19 |
title_short |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic |
title_full |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic |
title_fullStr |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic |
title_full_unstemmed |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic |
title_sort |
Initial Teacher Training in Brazil and Portugal: A Qualitative Investigation in Times of Pandemic |
author |
Tânia Regina da Rocha Unglaub |
author_facet |
Tânia Regina da Rocha Unglaub Betina da Silva Lopes Francislê Neri de Souza Lidnei Ventura |
author_role |
author |
author2 |
Betina da Silva Lopes Francislê Neri de Souza Lidnei Ventura |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Tânia Regina da Rocha Unglaub Betina da Silva Lopes Francislê Neri de Souza Lidnei Ventura |
dc.subject.por.fl_str_mv |
Pesquisa Qualitativa Análise de Conteúdo Formação Inicial de Professores Prática Pedagógica Pandemia Covid-19 Qualitative Research Content analysis Teacher Training Pedagogical Practice Pandemic-Covid-19 |
topic |
Pesquisa Qualitativa Análise de Conteúdo Formação Inicial de Professores Prática Pedagógica Pandemia Covid-19 Qualitative Research Content analysis Teacher Training Pedagogical Practice Pandemic-Covid-19 |
description |
This article presents the qualitative research path, which discusses the challenges and learning in the initial training of teachers of the Centre for Distance Education of the Santa Catarina State University in Brazil (CEAD/UDESC)and of the Department of Education and Psychology of the University of Aveiro in Portugal, in the period of the Covid-19 Pandemic. The research context took place in initial teacher training courses in these educational institutions. This is a qualitative, exploratory, case study type research, according to Yin's (2015) conception. The research corpus consisted of documentary sources; semi-structured interviews, which ran through synchronous meetings, via the Zoom platform and questionnaires and testimonies carried out asynchronously, via email. Seven professors and eight students participated in the interviews, included in the training courses of both universities. For data analysis and interpretation, supported by the WebQDA software, the principles of content analysis were used, as recommended by Bardin (2016), organized in three stages: 1) pre-analysis, 2) exploration of the material and 3) treatment of the data. results, inference and interpretation. In coding the data, two main categories were listed: difficulties and learning, from which a series of subcategories emerged. The definition of the methodological approach applied to this qualitative investigation brought together stages, processes and techniques selected for the construction of the study and, consequently, its articulation with the theoretical framework and the research objectives. The use of the WebQDA software, inspired by the studies of Neri de Souza, Neri de Souza, Costa, Moreira, & Freitas, (2017); Souza, Costa, & Moreira, (2011) was important for the treatment of the data, which, once inserted, opened up a range of possibilities for the design of the analysis with multiple classification variables, as well as the articulation and triangulation with the different sources of data |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-07-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.36367/ntqr.12.2022.e627 https://doi.org/10.36367/ntqr.12.2022.e627 |
url |
https://doi.org/10.36367/ntqr.12.2022.e627 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://publi.ludomedia.org/index.php/ntqr/article/view/627 https://publi.ludomedia.org/index.php/ntqr/article/view/627/629 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
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Ludomedia |
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Ludomedia |
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New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e627 New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e627 New Trends in Qualitative Research; Vol. 12 (2022): Investigação Qualitativa em Educação: Avanços e Desafios; e627 2184-7770 10.36367/ntqr.12.2022 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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