Learning experience built in the pedagogical residence: teacher training in chemistry
DOI:
https://doi.org/10.48017/dj.v7i4.2219Keywords:
Science teaching, Project-based learning, Teacher trainingAbstract
This paper shares the report of the experiences built by three (3) chemistry residents participating in the Pedagogical Residency (PR) - subproject Chemistry at the Federal University of Amazonas. Between October 2020 and May 2021, the activities in the RP program were divided into three moments: (1) The offering of an online course on Project Based Learning (PBA), (2) Webinar and (3) The observation of remote teaching in a public school. These activities showed the residents how challenging the teaching exercise is, especially, amid the difficulties of adapting information technology to ensure school activities in the midst of a health emergency. What was observed was the teachers' lack of preparation in overcoming the situation, given the students' lack of interest and motivation. On the other hand, the training provided by RP assigned us pedagogical values to our teaching identity in relation to thinking of innovative methodologies for the classroom as well as searching for interventions aligned to pedagogical practices and the use of technology that would stimulate student motivation.
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