Teacher-Student Relationship, In-person Teaching and Learning: What the School for the Early Years of Elementary Education Tells Us about Teacher Training
DOI:
https://doi.org/10.35819/tear.v13.n1.a7208Abstract
This scientific initiation study sought to identify how teachers dealt with the challenges posed by Emergency Remote Teaching (ERE), taking into account factors such as the preparation of teachers for return, the strategies used to promote student learning and the teacher-student relationship as an important means of promoting learning. This is a qualitative study, whose methodology was exploratory research. The research subjects were teachers and coordinators from three municipal schools in Feira de Santana. As for collection instruments, questionnaires and semi-structured interviews were used. The data were analyzed using Content Analysis revisited by Moraes (1999). To assist in the analysis, support was sought from Morales (1999), Santos; Soares (2011), Freire (1996), Oliveira; Santos (2021); Camargo (2010). The results highlighted the difficulty that teachers found in building a relationship with students upon returning to face-to-face teaching. Furthermore, a new aspect appeared in the data: the diagnostic assessment carried out by the participants. This revealed gaps in literacy, although it was not possible to identify whether there were interventions in the curricular proposal based on what was found, since this was not an element that was sought to be found in the data collection. From the analysis of the data collected, it became evident that after the pandemic the precariousness in public education was intensified. This highlights the urgent need for training education professionals to overcome the difficulties encountered.
Keywords: Learning. Teacher-Student Relationship. Face-to-face Teaching.
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