Teaching itinerancies in virtual learning environments: experiences with mobile devices

Abstract

The study under analysis presents the research question: how are teaching practices formed through the experience with mobile devices during the pandemic, which are present in the classroom context after remote teaching? Thus, its main objective was to understand how teaching practices developed through the experience with mobile devices, in Emergency Remote Teaching (ERT), are present in the classroom context, considering the practical and formative journey experienced by teachers during the pandemic. This is a qualitative study. The research participants were 25 full-time teachers working in elementary education in the public network of the municipality of Jeremoabo/BA, assigned to three institutions located in the city center. The data were collected through questionnaires and semi-structured interviews and were subsequently analyzed using the Content Analysis technique, from Bardin's (2016) perspective. As a result, the study indicated a significant movement in the incorporation of mobile devices in the practice of some teachers, especially in the creation of virtual learning environments compared to previous research conducted in the region. This movement is mainly due to the experiences lived during the pandemic, resulting from the self-directed learning process required by the ERT.