Strategies for teaching Biology in the context of Supervised Internship during Emergency Remote Teaching

Abstract

In view of the context of social isolation, caused by the COVID-19 pandemic, in order to avoid the total suspension of school activities, Emergency Remote Teaching (ERT) was adopted. Brazilian teachers faced the challenges of mediating learning through Digital Information and Communication Technologies (DICT). In addition to active teachers, the effects of remote teaching also fell on academics in initial training. Undergraduates students in their Mandatory Supervised Internship period needed to adapt their pedagogical practices and develop teaching strategies supported by DICT. In this context, the present study aims to present the implications that teaching, using different pedagogical strategies supported by DICT, promoted during the remote modality conducting internship in a 2nd grade of Evening High School. It was observed that, although different teaching strategies were produced, with the intention of opportunizing the development of multiple skills by the students, the more traditional ones resulted in greater interest from the students. In addition, carrying out the internship in the remote format raised research and reflection on the impacts of the ERT on learning and teaching work.