Remote Teaching's Legacy Perceptions: An Interview Study with Brazilian Education Professionals
Resumo
Remote teaching has provided a range of experiences for education professionals. Likewise, this study presents a comprehensive discussion from semi-structured interviews about these educational experiences through a postpandemic lens. Interviews assist in acquiring memories by focusing on specific aspects, such as perceptions of teaching practices, technological difficulties, and vital functionalities for remote teaching. The study used qualitative methods to dissect the responses of 25 education professionals at different levels of education. As a result, we obtained a comprehensive understanding of the professionals’ individual experiences, indicating the importance of integrating pedagogical resources and strategies into educational practices.
Palavras-chave:
Digital Technological Resource, Teaching and learning practices, Remote Teaching, Teaching methodologies, Instructional Design
Referências
Araujo, R. M. d., de la Higuera Amato, C. A., Martins, V. F., Eliseo, M. A., & Silveira, I. F. (2020). Covid-19, changes in educational practices and the perception of stress by higher education teachers in brazil. Revista Brasileira de Informática na Educação, 28, 864–891.
Conte, T., Cabral, R., & Travassos, G. H. (2009). Applying grounded theory to the qualitative analysis of an observational study in software engineering–a report of experience. In V workshop a sociotechnical look at software engineering(woses 2009) (Vol. 1, pp. 26–37).
Cordeiro, M. V. C., Coelho, N. B., Saraiva, P. M., de Almeida Rodrigues, T., & Pinheiro, A. d. A. G. (2020). The new challenges for hei teachers in the aftermath of the pandemic: A study carried out with teachers from higher education institutions in juazeiro do norte-ceara. ID online. Revista de psicologia, 14(52), 703–717.
De Deus, W. S., Fioravanti, M. L., de Oliveira, C. D., & Barbosa, E. F. (2020). Emergency remote computer science education in Brazil during the Covid-19 pandemic: Impacts and strategies. Brazilian Journal of Informatics in Education, 28, 1032–1059
Deus, W. S. d., Fioravanti, M. L., Oliveira, C. D. d., & Barbosa, E. F. (2020, dez.). Emergency remote computer science education in brazil during the covid19 pandemic: Impacts and strategies. Revista Brasileira de Informatica na Educação, 28, 1032–1059. Retrieved from [link] DOI: 10.5753/rbie.2020.28.0.1032
Forman, K. B. (2023). Faculty perceptions of readiness and confidence for teaching online: An evaluation of online professional development (Unpublished doctoral dissertation). University of South Carolina
Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.
Kitchenham, B. A., & Pfleeger, S. L. (2002). Principles of survey research part 2: Designing a survey. ACM SIGSOFT Software Engineering Notes, 27(1), 18–20.
Lima, M. d. S., David, J. M. N., & Maciel, R. S. P. (2024). Moving from remote education: Instructional design lived experiences. , 01–36.
Lima, M. d. S., & Maciel, R. S. P. (2021). Practices and digital technological resources for remote education: an investigation of brazilian professors profile. , 225–236.
Machado, P. V. d., et al. (2022). Literacy and literacy in times of pandemic: Reports of experience during remote education. Revista Docência e Cibercultura , 6(1), 01–20
Marshall, C., Brereton, P., & Kitchenham, B. (2015). Tools to support systematic reviews in software engineering: a cross-domain survey using semi-structured interviews. In Proceedings of the 19th international conference on evaluation and assessment in software engineering (pp. 1–6).
Mattar, J., da Silva, K. K. A., Behar, P. A., Kenski, V., Berge, Z., Vaughan, N., Pedro, N. (2022). Pharma-pandemic distance education: a glimpse into the future (Vol. 39). Artesanato Educacional.
Medeiros, J. B. d. (2023). An analysis of remote teaching from the point of view of teachers in urban schools in a municipality in rio grande do norte: a case study
Pulham, E., & Graham, C. R. (2018). Comparing k-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432.
Sampaio, R. C., & Lycariao, D. (2021). Categorical content analysis: application manual
Souza, A. K. d. (2023). Challenges of emergency remote teaching: New teaching methodologies during the covid-19 pandemic in the accounting course.
Theodoro, V. E. G., & Gomes, A. S. (2022). Teachers perceptions of the use of ict in emergency remote teaching. Educação em Foco , 25(45), 227–259.
Venega, V. d. S., & Maciel, R. S. P. (2021). Requirements for development of cmooc platforms from the professionals perspective. In Anais do xxxii simposio brasileiro de informatica na educação (pp. 80–90).
Vieira, F. G. D. (2017). Teaching marketing through semi-structured interviews. Revista Espaço Acadêmico , 17(195), 01–08.
Villarreal, M. E., Villa-Ochoa, J. A., & Galleguillos, J. (2023). Experiences of preservice mathematics teachers during their education in times of pandemic. ZDM–Mathematics Education, 55(1), 235–248.
Yin, R. K. (2016). Qualitative research from start to finish. Penso Editora.
Conte, T., Cabral, R., & Travassos, G. H. (2009). Applying grounded theory to the qualitative analysis of an observational study in software engineering–a report of experience. In V workshop a sociotechnical look at software engineering(woses 2009) (Vol. 1, pp. 26–37).
Cordeiro, M. V. C., Coelho, N. B., Saraiva, P. M., de Almeida Rodrigues, T., & Pinheiro, A. d. A. G. (2020). The new challenges for hei teachers in the aftermath of the pandemic: A study carried out with teachers from higher education institutions in juazeiro do norte-ceara. ID online. Revista de psicologia, 14(52), 703–717.
De Deus, W. S., Fioravanti, M. L., de Oliveira, C. D., & Barbosa, E. F. (2020). Emergency remote computer science education in Brazil during the Covid-19 pandemic: Impacts and strategies. Brazilian Journal of Informatics in Education, 28, 1032–1059
Deus, W. S. d., Fioravanti, M. L., Oliveira, C. D. d., & Barbosa, E. F. (2020, dez.). Emergency remote computer science education in brazil during the covid19 pandemic: Impacts and strategies. Revista Brasileira de Informatica na Educação, 28, 1032–1059. Retrieved from [link] DOI: 10.5753/rbie.2020.28.0.1032
Forman, K. B. (2023). Faculty perceptions of readiness and confidence for teaching online: An evaluation of online professional development (Unpublished doctoral dissertation). University of South Carolina
Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge.
Kitchenham, B. A., & Pfleeger, S. L. (2002). Principles of survey research part 2: Designing a survey. ACM SIGSOFT Software Engineering Notes, 27(1), 18–20.
Lima, M. d. S., David, J. M. N., & Maciel, R. S. P. (2024). Moving from remote education: Instructional design lived experiences. , 01–36.
Lima, M. d. S., & Maciel, R. S. P. (2021). Practices and digital technological resources for remote education: an investigation of brazilian professors profile. , 225–236.
Machado, P. V. d., et al. (2022). Literacy and literacy in times of pandemic: Reports of experience during remote education. Revista Docência e Cibercultura , 6(1), 01–20
Marshall, C., Brereton, P., & Kitchenham, B. (2015). Tools to support systematic reviews in software engineering: a cross-domain survey using semi-structured interviews. In Proceedings of the 19th international conference on evaluation and assessment in software engineering (pp. 1–6).
Mattar, J., da Silva, K. K. A., Behar, P. A., Kenski, V., Berge, Z., Vaughan, N., Pedro, N. (2022). Pharma-pandemic distance education: a glimpse into the future (Vol. 39). Artesanato Educacional.
Medeiros, J. B. d. (2023). An analysis of remote teaching from the point of view of teachers in urban schools in a municipality in rio grande do norte: a case study
Pulham, E., & Graham, C. R. (2018). Comparing k-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432.
Sampaio, R. C., & Lycariao, D. (2021). Categorical content analysis: application manual
Souza, A. K. d. (2023). Challenges of emergency remote teaching: New teaching methodologies during the covid-19 pandemic in the accounting course.
Theodoro, V. E. G., & Gomes, A. S. (2022). Teachers perceptions of the use of ict in emergency remote teaching. Educação em Foco , 25(45), 227–259.
Venega, V. d. S., & Maciel, R. S. P. (2021). Requirements for development of cmooc platforms from the professionals perspective. In Anais do xxxii simposio brasileiro de informatica na educação (pp. 80–90).
Vieira, F. G. D. (2017). Teaching marketing through semi-structured interviews. Revista Espaço Acadêmico , 17(195), 01–08.
Villarreal, M. E., Villa-Ochoa, J. A., & Galleguillos, J. (2023). Experiences of preservice mathematics teachers during their education in times of pandemic. ZDM–Mathematics Education, 55(1), 235–248.
Yin, R. K. (2016). Qualitative research from start to finish. Penso Editora.
Publicado
04/11/2024
Como Citar
LIMA, Mayka de S.; DAVID, José Maria N.; MACIEL, Rita Suzana P..
Remote Teaching's Legacy Perceptions: An Interview Study with Brazilian Education Professionals. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 445-458.
DOI: https://doi.org/10.5753/sbie.2024.242706.
