Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/20707 |
Resumo: | The research sought to understand the perceptions of residents linked to the Pedagogical Residency Program (PRP) within the scope of the Federal Institute of Piauí (IFPI), with impact on the impacts of implementing the program in a remote setting. The research is characterized as basic, observational in nature and quali-quantitative approach. It is fully carried out online, using digital communication tools to contact residents. The formalization of participation occurs through the acceptance of a Free and Informed Consent Form (TCLE). For data collection, we used a semi-structured questionnaire prepared through the Google Forms platform and sent to participants through the WhatsApp application. The answers to the answers show that the PRP-IFPI (2020-2022) is very important for the professional training of residents, and that despite the requirements imposed by remote learning, its implementation has been taking place in an adequate manner and providing diverse learning. Residents also point out as difficulties of basic education students in accessing digital technologies and the internet, as well as the frequent lack of interest and little participation in synchronous classes. The combination of these points with the delicate moment experienced may also be directly affecting the residents' well-being, as most of them associate feelings of ruins with remote education and feel sadder in the current moment compared to the period before the pandemic. Thus, we highlight the need for studies that seek to understand the perceptions of different participants in remote education, as well as the impact of this period on the teaching and well-being of teachers and students. |
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Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduatesResidencia pedagógica y formación docente en tiempos de pandemia: desafíos y perspectivas desde la perspectiva de los estudiantes de pregradoResidência Pedagógica e a formação docente em tempos de pandemia: desafios e perspectivas dos licenciandosRemote teachingDigital educationTeacher training.Ensino remotoEducação digitalFormação de professores.Enseñanza remotaEducación digitalFormación de profesores.The research sought to understand the perceptions of residents linked to the Pedagogical Residency Program (PRP) within the scope of the Federal Institute of Piauí (IFPI), with impact on the impacts of implementing the program in a remote setting. The research is characterized as basic, observational in nature and quali-quantitative approach. It is fully carried out online, using digital communication tools to contact residents. The formalization of participation occurs through the acceptance of a Free and Informed Consent Form (TCLE). For data collection, we used a semi-structured questionnaire prepared through the Google Forms platform and sent to participants through the WhatsApp application. The answers to the answers show that the PRP-IFPI (2020-2022) is very important for the professional training of residents, and that despite the requirements imposed by remote learning, its implementation has been taking place in an adequate manner and providing diverse learning. Residents also point out as difficulties of basic education students in accessing digital technologies and the internet, as well as the frequent lack of interest and little participation in synchronous classes. The combination of these points with the delicate moment experienced may also be directly affecting the residents' well-being, as most of them associate feelings of ruins with remote education and feel sadder in the current moment compared to the period before the pandemic. Thus, we highlight the need for studies that seek to understand the perceptions of different participants in remote education, as well as the impact of this period on the teaching and well-being of teachers and students.La investigación buscó comprender las percepciones de los residentes vinculados al Programa de Residencia Pedagógica (PRP) en el ámbito del Instituto Federal de Piauí (IFPI), con impacto en los impactos de la implementación del programa en un entorno remoto. La investigación se caracteriza por ser básica, de naturaleza observacional y con un enfoque cuali-cuantitativo. Se realiza íntegramente en línea, utilizando herramientas de comunicación digital para contactar con los residentes. La formalización de la participación se produce mediante la aceptación de un Formulario de Consentimiento Libre e Informado (TCLE). Para la recolección de datos utilizamos un cuestionario semiestructurado elaborado a través de la plataforma Google Forms y enviado a los participantes a través de la aplicación WhatsApp. Las respuestas a las respuestas muestran que el PRP-IFPI (2020-2022) es muy importante para la formación profesional de los residentes, y que a pesar de las exigencias que impone el aprendizaje a distancia, su implementación se ha venido realizando de manera adecuada y brindando diversos aprendizajes. experiencias. Los vecinos también señalan las dificultades de los estudiantes de educación básica para acceder a las tecnologías digitales e internet, así como la frecuente falta de interés y poca participación en clases sincrónicas. La combinación de estos puntos con el delicado momento vivido también puede estar afectando directamente el bienestar de los vecinos, ya que la mayoría asocia sentimientos de ruinas con educación remota y se siente más triste en el momento actual en comparación con el período anterior a la pandemia. Así, destacamos la necesidad de estudios que busquen comprender las percepciones de los diferentes participantes en la educación a distancia, así como el impacto de este período en la docencia y el bienestar de docentes y estudiantes.A referida pesquisa buscou conhecer as percepções de residentes vinculados ao Programa Residência Pedagógica (PRP) no âmbito do Instituto Federal do Piauí (IFPI), com ênfase aos impactos da execução do programa em cenário remoto. A pesquisa caracteriza-se como básica, de natureza observacional e abordagem quali-quantitativa. Sua realização ocorreu integralmente de forma online, utilizando-se ferramentas de comunicação digital ao contato com os residentes. A formalização da participação ocorreu através do aceite a um Termo de Consentimento Livre e Esclarecido (TCLE). Para coleta de dados, utilizou-se um questionário semiestruturado elaborado por meio da plataforma Google Forms e enviado aos participantes através do aplicativo WhatsApp. As respostas obtidas evidenciam que o PRP-IFPI (2020-2022) é muito importante para a formação profissional dos residentes, e que apesar das exigências impostas pelo ensino remoto, sua execução vem ocorrendo de forma adequada e proporcionando diversos aprendizados. Os residentes também apontam as dificuldades dos estudantes da educação básica no acesso às tecnologias digitais e internet, bem como o frequente desinteresse e pouca participação nas aulas síncronas. A junção desses pontos com o delicado momento vivido, pode também estar afetando diretamente o bem-estar dos residentes, uma vez que a maioria associa sentimentos ruins ao ensino remoto e se sentem mais tristes no momento atual em comparação ao período anterior à pandemia. Dessa forma, destacamos a necessidade de trabalhos que busquem conhecer as percepções dos diversos participantes do ensino remoto, bem como o impacto desse período no aprendizado e bem-estar de professores e alunos.Research, Society and Development2021-10-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2070710.33448/rsd-v10i13.20707Research, Society and Development; Vol. 10 No. 13; e69101320707Research, Society and Development; Vol. 10 Núm. 13; e69101320707Research, Society and Development; v. 10 n. 13; e691013207072525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/20707/18671Copyright (c) 2021 Karoene da Silva Castro; Cynthia Loren dos Santos Lopes; Wemerson Morais da Silva; Klayriene Sebastiana Alves Soares; Ana Néia Rocha Nunes; Ícaro Fillipe de Araújo Castrohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCastro, Karoene da SilvaLopes, Cynthia Loren dos Santos Silva, Wemerson Morais da Soares, Klayriene Sebastiana Alves Nunes, Ana Néia RochaCastro, Ícaro Fillipe de Araújo2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/20707Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:16.315837Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates Residencia pedagógica y formación docente en tiempos de pandemia: desafíos y perspectivas desde la perspectiva de los estudiantes de pregrado Residência Pedagógica e a formação docente em tempos de pandemia: desafios e perspectivas dos licenciandos |
title |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates |
spellingShingle |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates Castro, Karoene da Silva Remote teaching Digital education Teacher training. Ensino remoto Educação digital Formação de professores. Enseñanza remota Educación digital Formación de profesores. |
title_short |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates |
title_full |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates |
title_fullStr |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates |
title_full_unstemmed |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates |
title_sort |
Pedagogical residency and teacher training in times of pandemic: challenges and perspectives from the perspective of undergraduates |
author |
Castro, Karoene da Silva |
author_facet |
Castro, Karoene da Silva Lopes, Cynthia Loren dos Santos Silva, Wemerson Morais da Soares, Klayriene Sebastiana Alves Nunes, Ana Néia Rocha Castro, Ícaro Fillipe de Araújo |
author_role |
author |
author2 |
Lopes, Cynthia Loren dos Santos Silva, Wemerson Morais da Soares, Klayriene Sebastiana Alves Nunes, Ana Néia Rocha Castro, Ícaro Fillipe de Araújo |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Castro, Karoene da Silva Lopes, Cynthia Loren dos Santos Silva, Wemerson Morais da Soares, Klayriene Sebastiana Alves Nunes, Ana Néia Rocha Castro, Ícaro Fillipe de Araújo |
dc.subject.por.fl_str_mv |
Remote teaching Digital education Teacher training. Ensino remoto Educação digital Formação de professores. Enseñanza remota Educación digital Formación de profesores. |
topic |
Remote teaching Digital education Teacher training. Ensino remoto Educação digital Formação de professores. Enseñanza remota Educación digital Formación de profesores. |
description |
The research sought to understand the perceptions of residents linked to the Pedagogical Residency Program (PRP) within the scope of the Federal Institute of Piauí (IFPI), with impact on the impacts of implementing the program in a remote setting. The research is characterized as basic, observational in nature and quali-quantitative approach. It is fully carried out online, using digital communication tools to contact residents. The formalization of participation occurs through the acceptance of a Free and Informed Consent Form (TCLE). For data collection, we used a semi-structured questionnaire prepared through the Google Forms platform and sent to participants through the WhatsApp application. The answers to the answers show that the PRP-IFPI (2020-2022) is very important for the professional training of residents, and that despite the requirements imposed by remote learning, its implementation has been taking place in an adequate manner and providing diverse learning. Residents also point out as difficulties of basic education students in accessing digital technologies and the internet, as well as the frequent lack of interest and little participation in synchronous classes. The combination of these points with the delicate moment experienced may also be directly affecting the residents' well-being, as most of them associate feelings of ruins with remote education and feel sadder in the current moment compared to the period before the pandemic. Thus, we highlight the need for studies that seek to understand the perceptions of different participants in remote education, as well as the impact of this period on the teaching and well-being of teachers and students. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-04 |
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://rsdjournal.org/index.php/rsd/article/view/20707 10.33448/rsd-v10i13.20707 |
url |
https://rsdjournal.org/index.php/rsd/article/view/20707 |
identifier_str_mv |
10.33448/rsd-v10i13.20707 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/20707/18671 |
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 |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 13; e69101320707 Research, Society and Development; Vol. 10 Núm. 13; e69101320707 Research, Society and Development; v. 10 n. 13; e69101320707 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052690734252032 |