Teacher education from remote teaching experiences: challenges, expectations, and possibilities

Abstract

This paper presents the results of qualitative research based on a case study, which sought to understand the legacies arising from the experiences of teacher trainers for the training of mathematics teachers in a post-pandemic context. The research participants were professors of Mathematics Degree courses at public, private, and community higher education institutions in the Rio Grande do Sul. They worked in the different moments experienced in the pandemic cycle from 2020/1 to 2022/1. As the main legacies of the research pandemic, we point out: the importance of immersion of students in digital media practices, review and teachers' pedagogical practices, the elaboration of sequences of didactics that contemplated the critical and reflexive use of environments and technological resources, the need of the formation of future teachers, and not to be something exclusive to mandatory curricular internship subjects.