Online implementation and evaluation of Pedagogical Practices and Supervised Internship: a possible challenge in the in-service training of primary teachers and adult educators?

Abstract

This study is based on the results of a qualitative, exploratory, descriptive, and interpretive research that supported the design of the in-service and distance training project for primary school teachers and adult educators through mobile devices, the curriculum and pedagogical model of this course, and discusses the online implementation and evaluation of teaching practices and supervised internships in this training proposal. The study, aimed at describing the measures to be taken for the online preparation and implementation of teaching practices and supervised internships, found that these education professionals live or work in areas with disparities in access to electricity and internet signal; some do not own mobile devices, and those who do have them access social networks, edit texts, images and videos, and use them for pedagogical purposes with difficulties due to limitations in digital proficiency. Thus, it recommends segmenting tutoring centers into pedagogical groups of types A, B, and C, fully online training in pedagogical groups of type A, training of participants for the online completion of pedagogical practices and supervised internships, among others.