Teaching practices in the pandemic: a view from bioecological development

Authors

DOI:

https://doi.org/10.21527/2179-1309.2022.119.12114

Keywords:

Experienced teachers, Pandemic, Remote learning

Abstract

This paper focuses on the difficulties faced in remote education by four experienced teachers from the Elementary School and the facilitating mechanisms used by them during the coronavirus pandemic. In addition to being teachers, the participants simultaneously acted as mentors for beginning teachers in the Hybrid Mentoring Program (PHM). The data consists in responses collected in an online questionnaire, containing questions about the teaching performance in 2020. The analysis is based on the Bioecological Theory of Human Development (BRONFENBRENNER, 1994). The interrelationships, influences and impacts caused by micro-, meso-, exo-, macro- and chronosystems in the current context were considered in this study. Data analysis indicates that the participants faced difficulties, such as: lack of infrastructure; transpose knowledge about teaching adults how to teach into teaching children remotely; preparation of planning and evaluation; establishing relationships with students and their families; lack or delay in receiving directions from the school. The on-line networks, present both in the PHM microsystem and the school microsystem, were highlighted as an aid mechanism to the difficulties. In both contexts, the participants had the opportunity to exchange ideas and experiences for the construction of new learning about remote learning.

Author Biographies

Bruna Cury de Barros, UFSCar

Doutoranda em Educação pela Universidade Federal de São Carlos (UFSCar), na linha de pesquisa: Formação de Professores e outros Agentes Educacionais. Graduada em Pedagogia pela USP. Mestra em Educação Escolar pela UNESP. Dedicando-se a área de Formação de Professores com ênfase em estudos sobre Identidade Docente; aprendizagem e desenvolvimento profissional docente; formação inicial e continuada; formação de formadores; mentoria.

Carolina Marini, UFSCar

Possui graduação em Pedagogia - Licenciatura Plena - pela Universidade Federal de São Carlos (UFSCar). Mestre em Educação pela UFSCar. Atualmente é doutoranda pelo Programa de Pós-Graduação em Educação (PPGE) da UFSCar, na linha de pesquisa Formação de Professores e Outros Agentes Educacionais. Realiza estudos com ênfase em aprendizagem e desenvolvimento profissional docente, formação inicial e continuada de professores, identidade profissional docente, aprendizagem híbrida, mentoria docente.

Aline Maria de Medeiros Rodrigues Reali, UFSCar

Graduação em Psicologia (FFCL de Ribeirão Preto), mestrado em Educação Especial (UFSCar) e doutorado em Psicologia (Psicologia Experimental - USP). É professora titular do departamento de Teorias e Práticas Pedagógicas do Centro de Educação e Ciências Humanas da Universidade Federal de São Carlos, atua no Programa de Pós-Graduação em Educação da UFSCar. Foi Secretária de Educação a Distância da UFSCar (2009-2016). Tem experiência na área de Educação com ênfase em Formação de Professores. Desenvolve pesquisas sobre as seguintes temáticas: programas de apoio a professores em início de carreira, mentoria,desenvolvimento profissional da docência, aprendizagem profissional da docência, formação continuada de professores; formação de professores via Internet, base de conhecimento. Atualmente é editora da Revista Eletrônica de Educação (REVEDUC) vinculada ao PPGE-Educação da UFSCar. Coordena a pesquisa-intervenção: Desenvolvimento profissional docente de professores experientes e iniciantes: Programa Híbrido de Mentoria (PHM), financiada pela FAPESP. 

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Published

2022-09-23

How to Cite

Cury de Barros, B., Marini, C., & de Medeiros Rodrigues Reali, A. M. (2022). Teaching practices in the pandemic: a view from bioecological development. Revista Contexto & Educação, 37(119), e12114. https://doi.org/10.21527/2179-1309.2022.119.12114

Issue

Vol. 37 No. 119 (2022): MÚLTIPLAS ABORDAGENS NO ENSINO

Section

Educação, ambiente e saúde

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