Teacher training and educational practices adopted in the pandemic

difficulties and challenges

Abstract

This study aims to analyze emergency distance learning off ered in teacher training courses, based on existing
literature. More specifi cally, it seeks to identify the challenges and possibilities of emergency distance learning
and teaching/pedagogical practices that may prevail/remain after the coronavirus pandemic in teacher training
courses. This is a literature review, which considered data from the SciELO and Google Scholar databases using
the following Portuguese language terms/descriptors: coronavirus pandemic, teacher training, emergency distance
learning, using the logical operators “AND” and “OR” to combine the terms above. In the selection, only
studies that made the full text available for consultation, published between 2020 and 2022 and that addressed
the challenges and possibilities of distance learning in undergraduate education, as well as the pedagogical/
didactic practices adopted for distance learning, were considered, consequently, its Description. Data were
organized into three categories of analysis: challenges of remote teaching work, possibilities of remote
teaching and pedagogical practices that will remain post-pandemic. With the analysis, we found challenges
such as understanding the dynamics of virtual environments, precarious access to technological equipment
and the Internet, as well as emotional control to work in an inadequate teaching and learning environment. As
a possibility, the quality of life provided by its implementation was highlighted, with money and time savings
due to the absence of displacements, the organization of new pedagogical sequences, as well as the use of an
immense educational digital collection, which at the time fl exibility was made available. Among the practices
that may prevail in the post-pandemic are the use of the virtual learning environment, which was already something worked on in the EaD area; digital books; online assessments; and the growing appropriation of
digital culture, working with methodologies such as, for example, the inverted classroom, the online laboratory,
and rotation. The work does not present immutable, unquestionable data, it proposes a refl ection on the teaching
off ered in teacher training courses.