The professor in remote teaching during the new Coronavirus pandemic: facing challenges and breaking senses
DOI:
https://doi.org/10.5007/1983-4535.2022.e86684Abstract
The coronavirus pandemic (COVID-19) brought out several challenges to humanity, including the pursuit of relevant activities, such as those involving teaching and learning at a higher level. The paper intends to understand how the challenges experienced by professors in carrying out the remote teaching during the emergency period of pandemic were presented. For this, it adopted basic qualitative research, having as participants the teachers who taught at least one subject in the Exceptional Supplementary Teaching Period at UFRN, making a total of 19 respondents. Data collection was achieved through individual semi-structured interviews, made remotely. From the analysis of the textual corpus, 28 codes were consolidated, divided into six categories, evidencing as a central category the one that dealt with the challenges of the relationship between the teacher and the student. Relevant codes from the categories of technological and pedagogical challenges were also highlighted, and supported. The paper is a pioneer in using Grounded Theory as a method of analysis for the phenomenon and, in the theoretical field, it provides new elements to the initial conceptual framework. Its practical contribution concerns the consolidation of a conceptual model that can be observed by educational institutions. Socially, the research contributes to the improvement of remote learning practices.
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