Expectations of Biological Sciences students about the Pedagogical Residency during COVID-19 pandemic

Abstract

Pedagogical Residency (PR) program has a goal to articulate theory and practice in degree courses and is lead with the public Basic Education. Because COVID-19 pandemic, there was a stop of face-to-face classes in several areas, which were adapted to Emergency Remote Teaching (ERE). This study had a goal to investigate the expectations of Biological Sciences students included in the PR about their participation in the program during this period, and to reflect how the pandemic and the introduction of the ERE interfered in the performance of expectations and in initial teacher training. Remote interviews were conducted with five residents of a public university. Data were discussed through Discursive Textual Analysis.  The results indicated that superficial interaction with students and precarious technological tools were aspects that influenced expectations. However, the importance of preceptors in the program was fundamental in approaching ties between the school and the university; it easier to connect theory into practice. Residents' expectations were more for experiential knowledge, disregarding the importance of curricular and disciplinary knowledge. To teach during the pandemic served as an incentive for the use of new tools and methodologies as observed in the ERE.