Supervised Curriculum Internship and Remote Teaching: Perceptions of Future Mathematics Teachers

Abstract

This article aims to understand the perceptions of future professors about Supervised Curricular Internship in Mathematics (SCIM) experienced by them in Emergency Remote Teaching (ERT) situation. The study, of a qualitative nature was carried out in the context of the SCIM discipline from March to June 2021 and included two advisor professors, one supervisory teacher, twenty future professors, sixteen men and four women working eight hours a week, alternating synchronous and asynchronous encounters. Data were built using two tools: 1) online questionnaire from Google forms, composed of fifteen open and closed questions, and 2) final reports – descriptive and reflective writing produced by future professors along the training path. Subsequently, they were treated in an approximation with the assumptions of Bardin (2016) and Franco (2018) content analysis, which allowed us to gather their perceptions about the physical and technological conditions of the discipline’s offer as well as the didactic-pedagogical singularities of its development. The results show that future professors experienced favorable technological conditions for carrying out the SCIM; presented diverging perceptions about the ERT and its demands for new technological resources, varied styles of communication and interaction between professors and students; converging perceptions about the relevance of the training path experienced by them and the need to always promote equity both in higher education and in basic education, whether in the pandemic or post-pandemic.