Vivências de professores formadores durante o ensino remoto emergencial a partir do desenvolvimento da disciplina estágio curricular supervisionado

Abstract

The aim of this dissertation was to unveil the pedagogical practices developed by the teachers of the Supervised Curricular Internship subjects of the undergraduate programmes in the areas of Exact and Natural Sciences at the State University of Ponta Grossa (UEPG), during their experiences in the context of Emergency Remote Teaching. The question that guided this research was: what were the pedagogical practices developed and incorporated by teacher educators in the Supervised Curricular Internship subjects in the areas of Exact and Natural Sciences at UEPG

during Emergency Remote Teaching? Data was collected by means of a semi- structured interview with seven teachers who teach the Supervised Internship course

in Biological Sciences, Physics, Maths and Chemistry at UEPG. During the interviews, these teachers reported on their experiences in the Emergency Remote Teaching scenario. Bardin's Content Analysis (2011) was used to organise, process and analyse the data. The data was organised into two sets of categories: (1) Training and (2) Class development. The results showed that the teachers sought training and qualification to teach during Emergency Remote Teaching, as some teachers did not know how to use some tools such as Google Meet and Classroom. The teachers used conversation circles and dialogue classes as pedagogical strategies and practices; their biggest challenges were physical tiredness from working longer during this remote teaching scenario; and the greatest learning was acquiring more patience to deal with the situation.