Remote supervised internship in Physics teachers education: what do undergraduates say?

Abstract

In this research, it was analyzed the perceptions of undergraduate students about their experiences in the supervised curricular internship in the Physics degree course at a federal teaching institution in the southern region of Brazil, during the Coronavirus pandemic. It is a qualitative study, in which semi-structured life-history interviews with three undergraduates who completed all the supervised teaching internship subjects remotely were analyzed. In the interviewees' perception, the supervised internship in a remote context was full of challenges and limitations, such as little interaction with students and reduced time in synchronous classes; and the need to adapt their teaching proposals to the methodology and content proposed by the supervising teacher, with little space to exercise their teaching protagonism. As a result, the interviewees pointed out the need for classroom experience in order to feel like teachers, emphasizing the importance of interactions and experiences in the school context as constituent elements of teacher training.