Supervised internship in physics teaching : opportunities and challenges in the pandemic's time

Abstract

In this article, the activities developed in the scope of the Supervised Internship in Physics Teaching during the COVID-19 pandemic are presented. The integrative character of the discipline and its development is evidenced as part of a continuous process of reflection on the challenges faced and the search for teacher education that provides authorship and the critical and creative use of Digital Information and Communication Technologies (DICT). From the description of the pedagogical architecture of the discipline, the perceptions of interns, future Physics teachers, about the activities developed during the internship are analyzed in order to highlight the opportunities and challenges for teacher education in this pandemic time. Such perceptions were raised through a reaction poll, elaborated with the poll activity of the Moodle platform, and highlight as the main challenges: managing time and reconciling with other activities, overload of activities, lack of contact with high school students, lack of dialogue with colleagues from the internship discipline and poor physical and mental health. For the interns, the use of different DICT for interaction and knowledge construction, the recording and availability of synchronous classes and the teacher's availability to resolve doubts between one activity and another, were essential to face the challenges listed.