Monitoring science teaching practice in remote teaching: a contribution to teacher identity

Abstract

Monitoring is one of the academic activities that arouses student interest in teacher training. Thus, the objective of this work is to report the monitoring experience experienced in the discipline of Teaching Practice in Science II in remote teaching, as well as to describe the didactic activities developed as a process of construction of the teaching identity. This is an experience report of a qualitative nature with a descriptive approach, carried out in the 2020/2 semester (2021 academic year) in the undergraduate course in Sciences: Biology and Chemistry (UFAM/IEAA). Classes were developed synchronously and asynchronously through Google Meet and Google Classroom. The monitors' attribution was to help the students in the development of the pedagogical activities of the discipline. In view of this, the monitoring carried out remotely was a rewarding experience, which promoted critical reflections on teaching practice in this context of remote teaching and contributed significantly to the formation of teaching identity, thus enabling the sharing of knowledge.