Formative education of teachers from language courses during the Covid-19 pandemic to work in the presence of technologies and with technologies

Abstract

This article is a clipping from the Doctoral thesis defended in 2022 for the Postgraduation Program in Education at Federal University of Parana (Universidade Federal do Paraná), Brazil. This study had begun before the COVID-19 pandemic, but it was developed and concluded within the pandemic context.  Focusing on the training of teachers- formative educators to work in the presence of technologies and with technologies, it features the following guiding question: “How teachers-formative educators’ training occurred aiming at the use of technologies during COVID-19 pandemic”. The objective of this article is to understand teachers-formative educators’ training in order to work in the presence of technologies and with technologies, considering the context of the COVID-19 pandemic. Data collection was conducted by means of the application of three research instruments: questionnaires and online interviews, having the teachers-formative educators from the graduation courses in Languages at public institutions located in Parana State, Brazil, as the research subjects. Data analysis in this qualitative, constructivist, interpretive research was carried out, with the support of ATLAS.ti software. By means of the data analysis, it was concluded that the training of such teachers, during the pandemic, was mostly self-formative. The formative teachers searched for different learning sources, learning from their peers, as well as they searched for literature on the technology theme so that they could deliver their classes. The main authors underpinning this study are Brito and Purificação (2015), Moran (2012), García (1999), apart from teaching guiding documents.

Keywords: Education of formative teachers. Digital Information and Communication Technologies. Self-learning.