The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators

Detalhes bibliográficos
Autor(a) principal: Silva, Wanderson Diogo Andrade da
Data de Publicação: 2022
Outros Autores: Santana, Ana Júlia Soares, Mota, Maria Danielle Araújo
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/42239
Resumo: This exploratory study investigated and analyzed the perceptions of 16 teacher educators responsible for the Supervised Curricular Internship in teacher education from different public Higher Education Institutions, considering the challenges and possibilities of their implementation in the context of the covid-19 pandemic. A semi-structured questionnaire revealed that 5 teachers did not offer an internship in this model due to the perception that it would cause more harm than contribute to the education of the students. The data indicate some prospects, but also the fear to adopt Emergency Remote Teaching in the internship due to the fact that students have not experienced the in-person teaching practice in schools.
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spelling The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educatorsLa pasantía curricular supervisada en cursos de formación docente en la pandemia: percepciones de profesores formadoresO estágio curricular supervisionado das licenciaturas na pandemia: percepções de professores formadoresEstágio supervisionadoPandemiaFormação docenteProfessores FormadoresPasantía supervisadaPandemiaFormación docenteProfesores formadoresSupervised internshipPandemicTeacher educationTeacher educatorsThis exploratory study investigated and analyzed the perceptions of 16 teacher educators responsible for the Supervised Curricular Internship in teacher education from different public Higher Education Institutions, considering the challenges and possibilities of their implementation in the context of the covid-19 pandemic. A semi-structured questionnaire revealed that 5 teachers did not offer an internship in this model due to the perception that it would cause more harm than contribute to the education of the students. The data indicate some prospects, but also the fear to adopt Emergency Remote Teaching in the internship due to the fact that students have not experienced the in-person teaching practice in schools.Este estudio exploratorio investigó y analizó las percepciones de 16 formadores responsables por la pasantía curricular supervisada en cursos de formación docente en diferentes Instituciones públicas de Educación Superior, considerando los desafíos y las posibilidades de su realización en el contexto de pandemia de covid-19. El cuestionario semiestructurado aplicado reveló que 5 profesores no ofrecieron la pasantía en este modelo, al visualizar más pérdidas que contribuciones a la formación de los estudiantes. Los datos apuntan algunas perspectivas, pero también incredulidad, en relación a la adopción de la Enseñanza Remota de Emergencia en la pasantía por el hecho de que los estudiantes no he experimentado presencialmente la docencia en las escuelas.Este estudo exploratório investigou e analisou percepções de 16 formadores responsáveis pelo Estágio Curricular Supervisionado em licenciaturas de diferentes Instituições públicas de Educação Superior, considerando os desafios e as possibilidades da sua realização no contexto da pandemia da covid-19. O questionário semiestruturado aplicado revelou que 5 professores não ofertaram o estágio nesse modelo por visualizarem mais prejuízos do que contribuições à formação dos licenciandos. Os dados apontam algumas perspectivas, mas também receios em relação à adoção do Ensino Remoto Emergencial no estágio pelo fato de que os estudantes não puderam vivenciar presencialmente a docência nas escolas.Faculdade de Educação - Universidade de Brasília2022-04-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4223910.26512/lc28202242239Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volume 28, year 2022 (jan-dec); e42239Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volumen 28, año 2022 (jan-dic); e42239Linhas Crí­ticas; v. 28 (2022): Linhas Críticas, volume 28, ano 2022 (jan-dez); e422391981-04311516-489610.26512/lc.v28ireponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/42239/33014https://periodicos.unb.br/index.php/linhascriticas/article/view/42239/33016Copyright (c) 2022 Wanderson Diogo Andrade da Silva, Ana Júlia Soares Santana, Maria Danielle Araújo Motahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Wanderson Diogo Andrade daSantana, Ana Júlia SoaresMota, Maria Danielle Araújo2022-04-20T22:52:34Zoai:ojs.pkp.sfu.ca:article/42239Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-04-20T22:52:34Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
La pasantía curricular supervisada en cursos de formación docente en la pandemia: percepciones de profesores formadores
O estágio curricular supervisionado das licenciaturas na pandemia: percepções de professores formadores
title The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
spellingShingle The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
Silva, Wanderson Diogo Andrade da
Estágio supervisionado
Pandemia
Formação docente
Professores Formadores
Pasantía supervisada
Pandemia
Formación docente
Profesores formadores
Supervised internship
Pandemic
Teacher education
Teacher educators
title_short The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
title_full The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
title_fullStr The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
title_full_unstemmed The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
title_sort The supervised curricular internship at teacher education in the pandemic: perceptions of teacher educators
author Silva, Wanderson Diogo Andrade da
author_facet Silva, Wanderson Diogo Andrade da
Santana, Ana Júlia Soares
Mota, Maria Danielle Araújo
author_role author
author2 Santana, Ana Júlia Soares
Mota, Maria Danielle Araújo
author2_role author
author
dc.contributor.author.fl_str_mv Silva, Wanderson Diogo Andrade da
Santana, Ana Júlia Soares
Mota, Maria Danielle Araújo
dc.subject.por.fl_str_mv Estágio supervisionado
Pandemia
Formação docente
Professores Formadores
Pasantía supervisada
Pandemia
Formación docente
Profesores formadores
Supervised internship
Pandemic
Teacher education
Teacher educators
topic Estágio supervisionado
Pandemia
Formação docente
Professores Formadores
Pasantía supervisada
Pandemia
Formación docente
Profesores formadores
Supervised internship
Pandemic
Teacher education
Teacher educators
description This exploratory study investigated and analyzed the perceptions of 16 teacher educators responsible for the Supervised Curricular Internship in teacher education from different public Higher Education Institutions, considering the challenges and possibilities of their implementation in the context of the covid-19 pandemic. A semi-structured questionnaire revealed that 5 teachers did not offer an internship in this model due to the perception that it would cause more harm than contribute to the education of the students. The data indicate some prospects, but also the fear to adopt Emergency Remote Teaching in the internship due to the fact that students have not experienced the in-person teaching practice in schools.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-20
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.unb.br/index.php/linhascriticas/article/view/42239
10.26512/lc28202242239
url https://periodicos.unb.br/index.php/linhascriticas/article/view/42239
identifier_str_mv 10.26512/lc28202242239
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/42239/33014
https://periodicos.unb.br/index.php/linhascriticas/article/view/42239/33016
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/html
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volume 28, year 2022 (jan-dec); e42239
Linhas Críticas; Vol. 28 (2022): Linhas Críticas, volumen 28, año 2022 (jan-dic); e42239
Linhas Crí­ticas; v. 28 (2022): Linhas Críticas, volume 28, ano 2022 (jan-dez); e42239
1981-0431
1516-4896
10.26512/lc.v28i
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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