Supervised Internship in the Pandemic: analysis of perceptions and knowledge mobilized by undergraduates in Biological Sciences

Abstract

Training teachers remotely has imposed challenges on undergraduate courses, which require Supervised Internships. In view of the pandemic scenario, a training proposal was developed for the Supervised Internship in Remote Sciences/Biology of a Biological Sciences course which, after being implemented, demonstrated the need to understand whether the remote internship contributed to teacher training. The article aims to analyze the perceptions of undergraduates in Biological Sciences about the Remote Supervised Internship and understand the mobilization of professional knowledge during the experience. For this purpose, a qualitative investigation was carried out, which used an online questionnaire as a data collection instrument, answered by 17 undergraduates. To ensure the reliability of the content analysis process, we used Cohen's degree of agreement of judges- Kappa (K). With the study, the trainees' perception of the teaching work as a cycle that does not end with the evaluation was clear. They highlighted the opportunity to experience the importance of digital technologies as a means for students to build their knowledge. Finally, it was also evident that the trainees mobilized their knowledge at the training level (Biology) in an integrated way with pedagogical and technological knowledge.