Practical training in Pedagogical Residency in times of pandemic:: reflections on contributions and improvement.

• Autor(a) principal: Tardin, Heitor Perrud
• Data de Publicação: 2022
• Outros Autores: Romero, Luiz Rogério
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Educação & Formação (Fortaleza)
• Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/7342
• topic: Residência Pedagógica; Formação de Professores; Pandemia COVID-19; Prática Docente; Formação de professores; Prática docente; Formação durante a pandemia; Programa Residência Pedagógica; Pedagogical Residence; Teacher training; COVID-19 pandemic; Teaching Practice; Residencia Pedagógica; Formación de profesores; Pandemia de COVID-19; Práctica docente

The Pedagogical Residency Program (PRP) has been presented in recent years as an initiative to contribute to initial training, mainly by promoting the practice and contact of undergraduates with their future workplace and active teachers. However, the serious pandemic scenario caused by COVID-19 influenced the educational scenario in global proportions, and with that the practical training was harmed. Understanding how the Program contributed to the development of future teachers is essential to assess and improve the PRP, as well as assisting in the training of the undergraduates involved. It is concluded that despite the obstacles imposed, the PRP was crucial for the residents, as direct contact (even if remote) with the tutors was essential to expand their “repertoire of knowledge” and prepare for the future. Another highlighted point was the exchange of experiences between peers, contributing to the solution of problems involving distance classes and knowledge sharing.