Pandemic and teacher training policy: case study on training and contingency

Abstract

Aiming to think about teacher training policies, this study seeks to analyze perceptions of a teacher group from a public university during the Covid-19 pandemic regarding the continuing education contributions as a training and contingency proposal on learning assessment. For this purpose, a qualitative case study was carried out. The Theory of Distributed Cognition was selected as the epistemological framework and analysis unit. Data collection was based on documental analysis of the didactic training design, observation, and two questionnaires answered by the participating teachers. The results indicate that the training nature brought several positive contributions to thinking about the training policies needed by universities, by enabling teachers to create new knowledge on learning assessment and live different experiences and new didactic alternatives to assess. The data also reveal that, after a year of training, teachers still perceive assessment as a component in service of learning and that they are not oblivious or indifferent to a more democratic, humanized, and pedagogical assessment practice, but that not all of them are able to put this into practice. For that, it is necessary to think about broader and more continuous training policies, which provide the opportunity for teachers to build collective knowledge and understand their role as a subject author of their practice, someone who has a lot to contribute and who is in constant training.