Psychology training and remote teaching: Perception of learning in the "new normal"

Abstract

The research sought to identify, analyze and compare the perception of learning in remote teaching of professors and students of the Psychology course at Estácio de Sá University, from a campus in the north zone, in the city of Rio de Janeiro. Using a qualitative and multimethodological approach, documentary research and narrative interview procedures were used, focusing on the (auto)biographical approach. 20 students and 13 professors participated, including doctors and masters.  The main methodological tool to obtain the narratives of professors and students was the semi-structured (voice) interview, conducted mainly remotely via Microsoft Teams or Google Meets. Before the interview topics, information on socio-professional characteristics such as gender, age, and academic background were collected. The professors were asked about the teaching time, the subjects taught and the experience in other Institutions, while the students shared data about the academic period and previous training. For both, the perception of remote and face-to-face teaching was addressed. The analysis considered the collected narratives, documents referring to the training of the Psychologist in Brazil and the curricular matrix of the course. The results reveal the difficulty of the interviewees in differentiating remote and online teaching. In the answers there is consensus on positive points (elimination of displacement) and negative points (lack of interaction). Regarding professional training, both teachers and students express concerns. The preference for the face-to-face modality is almost unanimous among students, who also mention overcrowded remote teaching rooms. It is concluded that knowing the perception of these groups about remote learning can generate valuable reflections for educational practice.

DOI:https://doi.org/10.56238/sevened2024.024-003