Teacher Education in times of Pandemic: reporte of experience in remote teaching in pedagogical discipline in federal institution

• Autor(a) principal: Alves, Marly dos Santos
• Data de Publicação: 2020
• Outros Autores: Torres, Antonia Lis de Maria Martins, Joye, Cassandra Ribeiro, Lima, Marcos Antonio Rocha de, Rocha, Sinara Socorro Duarte
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/10061
• topic: Ensino remoto; Prática docente; Tecnologias digitais.; Enseñanza remota; Práctica docente; Tecnologías digitales.; Remote Teaching; Teaching practice; Digital technologies.

This article aims to describe the teaching practice that occurred in a pedagogical discipline of a bachelor's degree course in Mathematics, more precisely, of Learning of Psychology, from the perspective of professor and student, pointing out challenges and potentialities of remote teaching in pedagogical practice. The methodology opted for qualitative, descriptive, and ethnographic research. The data collection was the online interview and the focus group, and occurred within the scope of the Learning Psychology course of a teacher training course, with the teacher of the discipline and five students who voluntarily agreed to participate in the research. The results showed that the teacher although neophile in the use of technology in the classroom was motivated to learn new knowledge. The situation of emergency required the application of measures that enabled effective responses to this demand. The challenges that permeate this moment is centred on how to adapt the contents, classroom dynamics, exhibition classes, evaluations, without harming the students' learning by keeping them interested and engaged in their learning. We realized from the statements found that the challenges for the success of remote teaching are varied, ranging from access to equipment such as computers, the vast majority still exclusively use the mobile phone, access to good quality connection, the absence of digital pedagogical resources appropriate to teaching practice; the low participation of students in synchronous moments and the lack of adequate training for teachers for the field of digital technologies from a technical and pedagogical point of view. Finally, we believe that the lived and experienced, in this moment of pandemic, led teachers to seek a new way of teaching, adapting their classroom class to a virtual environment. Therefore, we believe that what we live today may tomorrow be at our disposal of use in classrooms.