Abstract

FUMAGALLI, Laura Mendes Rodrigues et al. Teacher Professional Development through collaborative interventions in times of pandemic. Ensino em Re-Vista [online]. 2022, vol.29, e034.  Epub June 08, 2023. ISSN 1983-1730.  https://doi.org/10.14393/er-v29a2022-34.

The study aimed to highlight the experience of collaborative research, through the consolidation of training interventions. It is characterized as the objectives as exploratory, being a collaborative research. Fifty-six teachers from the municipal school network, from a city in the interior of Rio Grande do Sul, participated in the study. The interventions took place in 2020, via the Google Meet app, due to the situation of social isolation caused by the Covid 19 pandemic. Initially, it was evident that teachers were inhibited and insecure in exposing their opinions, however, little by little, they were appropriating the use of the application used in the training courses and began to demystify the distance they felt regarding the researchers. The interventions met the expectations of researchers due to the interaction between the process of knowledge and real-time approximation with the object of the study and, of teachers, for contextualization, reduction of anxieties, providing reflections, changes and professional development for teachers, inciting them to face more safely the difficulties that arose.

Keywords : Formation of Teachers; Educational Context; Collaboration.

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