University teaching in the pandemic context and higher education entrance

Detalhes bibliográficos
Autor(a) principal: Fior, Camila Alves
Data de Publicação: 2020
Outros Autores: Martins, Maria José
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Revista Docência do Ensino Superior (Online)
DOI: 10.35699/2237-5864.2020.24742
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/24742
Resumo: This study aims to analyze the characteristics of university teaching during the Covid-19 pandemic that enhanced students’ transition to higher education. Eight first-year students of both sexes were interviewed, and the qualitative analysis of data showed that pedagogical adaptations made in remote education, professor-student interactions, commitment to student education, and recognition of university teaching quality enabled the transition to higher education. These findings restate professors’ role in the learning process and permanence of first-year students, but stress the urgency of thinking about the political and social implications of remote education emergency, including university teaching in the pandemic, considering the intensification of professors’ work and the limited space for their professional development.
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spelling University teaching in the pandemic context and higher education entranceLa docencia universitaria en el contexto de la pandemia y el ingresso a la educación superiorA docência universitária no contexto de pandemia e o ingresso no ensino superiorDesenvolvimento profissional docenteEstudante universitárioEvasãoEnsino remotoProfessional development for professorsHigher education studentDropoutRemote educationDesarrollo profesional docenteEstudiante universitarioEvasiónEnseñanza remotaThis study aims to analyze the characteristics of university teaching during the Covid-19 pandemic that enhanced students’ transition to higher education. Eight first-year students of both sexes were interviewed, and the qualitative analysis of data showed that pedagogical adaptations made in remote education, professor-student interactions, commitment to student education, and recognition of university teaching quality enabled the transition to higher education. These findings restate professors’ role in the learning process and permanence of first-year students, but stress the urgency of thinking about the political and social implications of remote education emergency, including university teaching in the pandemic, considering the intensification of professors’ work and the limited space for their professional development.El propósito del estudio es analizar las características de la enseñanza universitaria en la pandemia de Covid-19 que favoreció la transición de los estudiantes a la educación superior. Se entrevistó a ocho estudiantes, de ambos sexos, y de los datos, analizados cualitativamente, se destacan: las adaptaciones pedagógicas realizadas a la educación a distancia, las interacciones profesor-alumno, el compromiso con la educación del alumno y el reconocimiento de la calidad de la enseñanza universitaria como favorecedora de la transición a la educación superior. Estos resultados reafirman el papel de los educadores en el aprendizaje y la permanencia de los estudiantes de primer año, pero indican la urgencia de pensar en las implicaciones políticas y sociales de la enseñanza remota de emergencia, incluyendo a la enseñanza universitaria en la pandemia, donde hay una sobrecarga de trabajo de los profesores y poco espacio para su desarrollo profesional.O objetivo deste estudo é analisar as características da docência universitária na pandemia de Covid-19 que favoreceram a transição de estudantes ao ensino superior. Oito ingressantes, de ambos os sexos, foram entrevistados e dos dados, analisados qualitativamente, destacam-se: as adaptações pedagógicas realizadas no ensino remoto, as interações professor-aluno, o compromisso com a formação do aluno e o reconhecimento da qualidade da docência universitária como facilitadora da transição ao ensino superior. Tais resultados reafirmam o papel dos professores na aprendizagem e na permanência dos calouros, mas indicam a urgência em se pensar nas implicações políticas e sociais do ensino remoto emergencial, inclusive sobre a docência universitária na pandemia, com sobrecarga de trabalho do professor e pouco espaço para o seu desenvolvimento profissional.Universidade Federal de Minas Gerais2020-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/2474210.35699/2237-5864.2020.24742Revista Docência do Ensino Superior; Vol. 10 (2020); 1-20Revista Docência do Ensino Superior; Vol. 10 (2020); 1-20Revista Docência do Ensino Superior; v. 10 (2020); 1-202237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGengporhttps://periodicos.ufmg.br/index.php/rdes/article/view/24742/23121https://periodicos.ufmg.br/index.php/rdes/article/view/24742/20394Copyright (c) 2020 Camila Alves Fior, Maria José Martinshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFior, Camila AlvesMartins, Maria José2023-02-07T01:58:53Zoai:periodicos.ufmg.br:article/24742Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-02-07T01:58:53Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv University teaching in the pandemic context and higher education entrance
La docencia universitaria en el contexto de la pandemia y el ingresso a la educación superior
A docência universitária no contexto de pandemia e o ingresso no ensino superior
title University teaching in the pandemic context and higher education entrance
spellingShingle University teaching in the pandemic context and higher education entrance
University teaching in the pandemic context and higher education entrance
Fior, Camila Alves
Desenvolvimento profissional docente
Estudante universitário
Evasão
Ensino remoto
Professional development for professors
Higher education student
Dropout
Remote education
Desarrollo profesional docente
Estudiante universitario
Evasión
Enseñanza remota
Fior, Camila Alves
Desenvolvimento profissional docente
Estudante universitário
Evasão
Ensino remoto
Professional development for professors
Higher education student
Dropout
Remote education
Desarrollo profesional docente
Estudiante universitario
Evasión
Enseñanza remota
title_short University teaching in the pandemic context and higher education entrance
title_full University teaching in the pandemic context and higher education entrance
title_fullStr University teaching in the pandemic context and higher education entrance
University teaching in the pandemic context and higher education entrance
title_full_unstemmed University teaching in the pandemic context and higher education entrance
University teaching in the pandemic context and higher education entrance
title_sort University teaching in the pandemic context and higher education entrance
author Fior, Camila Alves
author_facet Fior, Camila Alves
Fior, Camila Alves
Martins, Maria José
Martins, Maria José
author_role author
author2 Martins, Maria José
author2_role author
dc.contributor.author.fl_str_mv Fior, Camila Alves
Martins, Maria José
dc.subject.por.fl_str_mv Desenvolvimento profissional docente
Estudante universitário
Evasão
Ensino remoto
Professional development for professors
Higher education student
Dropout
Remote education
Desarrollo profesional docente
Estudiante universitario
Evasión
Enseñanza remota
topic Desenvolvimento profissional docente
Estudante universitário
Evasão
Ensino remoto
Professional development for professors
Higher education student
Dropout
Remote education
Desarrollo profesional docente
Estudiante universitario
Evasión
Enseñanza remota
description This study aims to analyze the characteristics of university teaching during the Covid-19 pandemic that enhanced students’ transition to higher education. Eight first-year students of both sexes were interviewed, and the qualitative analysis of data showed that pedagogical adaptations made in remote education, professor-student interactions, commitment to student education, and recognition of university teaching quality enabled the transition to higher education. These findings restate professors’ role in the learning process and permanence of first-year students, but stress the urgency of thinking about the political and social implications of remote education emergency, including university teaching in the pandemic, considering the intensification of professors’ work and the limited space for their professional development.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-16
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://periodicos.ufmg.br/index.php/rdes/article/view/24742
10.35699/2237-5864.2020.24742
url https://periodicos.ufmg.br/index.php/rdes/article/view/24742
identifier_str_mv 10.35699/2237-5864.2020.24742
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/24742/23121
https://periodicos.ufmg.br/index.php/rdes/article/view/24742/20394
dc.rights.driver.fl_str_mv Copyright (c) 2020 Camila Alves Fior, Maria José Martins
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Camila Alves Fior, Maria José Martins
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 10 (2020); 1-20
Revista Docência do Ensino Superior; Vol. 10 (2020); 1-20
Revista Docência do Ensino Superior; v. 10 (2020); 1-20
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
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dc.identifier.doi.none.fl_str_mv 10.35699/2237-5864.2020.24742

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