EXPECTATIONS AND DIFFICULTIES OF SUPERVISED INTERNSHIPS REMOTE TEACHER: PERCEPTION OF TEACHERS IN TRAINING

Abstract

The supervised internship is a fundamental step in teacher training, being a period of application of theoretical knowledge, as well as a propitious moment to experience, under guidance, the daily life of basic education schools, as well as participating in the planning and organization of classes and knowing the real situations inside the room. This entire context needed to be remodeled due to COVID-19, whose face-to-face educational activities had to be interrupted, being offered through emergency remote teaching. Given this scenario, this investigation intends to understand the expectations and difficulties about the development of supervised remote internships in the perception of teachers in training. The research, descriptive and with a qualitative approach, was carried out with 57 Biology undergraduates. The data were collected through an online form and, later, analyzed following the guidelines of the content analysis of Gibbs (2009). It can be seen that for 72% of the interns, the expectations regarding the internships were met or exceeded. However, the lack of direct contact with the students (68.4%), the lack of feedback from the students with the proposed activities (45.6%) and the non-participation of the students due to the lack of internet (45.6%) were difficulties found. Thus, despite the setbacks encountered during the supervised internship, in a remote way, new learning was presented, giving new meaning to the teaching practice.