TEACHER TRAINING AND REMOTE TEACHING: CHALLENGES EXPERIENCED DURING THE COVID-19 PANDEMIC IN CRICIÚMA (SC)

Abstract

This article aims to understand the urgency of teacher training and professional development in the municipality of Criciúma, Santa Catarina, focusing on specific skills related to remote teaching, as required by the Covid-19 pandemic. The study begins with a reflection on teacher education from a historical and social perspective, in light of current legislation and the contemporary context. It then discusses distance education (EaD), the challenges it poses to teaching practice, and the need for specific training for this modality. The educational scenario during the pandemic is also examined, highlighting the obstacles faced by teachers and their strategies for adaptation. To achieve the research objectives, a field study was conducted with 23 education professionals from the municipal network, through semi-structured interviews via an electronic form. The data were analyzed qualitatively using content analysis. The findings reveal that most participants' initial training did not prepare them for remote or distance learning classes, nor did it provide specific teaching techniques for this format. Prior to the pandemic, the use of Information and Communication Technologies (ICTs) in the classroom was either superficial or nonexistent. Additionally, both teachers and school administrators faced uncertainty and difficulties in adapting to the new reality. The study concludes that although ICTs have been present in society for decades and included in various training programs, their effective integration into the school environment still demands continuous professional development and public policies aimed at teacher education.