A study of the perceptions of future chemistry teachers about the supervised internship in the context of the COVID-19 pandemic

• Autor(a) principal: Pegoraro, Guilherme Manassés
• Data de Publicação: 2022
• Outros Autores: Carriello, Giovanni Miraveti, Ribeiro, Natalia Rodrigues, Santos Junior, João Batista dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3475
• topic: Ensino Remoto; Narrativas; Focos de Aprendizagem Docente; Prática Docente; Remote Learning; Narratives; Strands of Teacher’s Learning; Teaching Practice; Enseñanza a Distancia de Emergencia; Narrativas; Enfoques de Aprendizage Docente; Práctica Docente

With the COVID-19 pandemic, the alternative found to guarantee classes was emergency remote teaching. In this context, the supervised internship needed to adapt to this new reality. To verify the impact of the pandemic on internships, this article analyzed 194 narratives from 25 chemistry undergraduates, who were interns in two public schools in the state of São Paulo. Based on characterization in five different strands of teacher’s learning, it was found that emergency remote teaching harmed the motivational aspects and teaching identity, linked to the contact between teachers and students, while the portion of the internship focused on the preparation of activities and reflections had more prominence. It was clear that emergency remote teaching was not equivalent to distance learning, that presents theoretical and methodological robustness. In this sense, we observe the harm in aspects of the initial formation of undergraduates and setbacks in the learning of high school students.