The Reggio Emilia Approach and Teacher Training During the COVID-19 Pandemic
https://doi.org/10.26907/esd.20.3.07
EDN: RBTRNK
Abstract
The COVID-19 pandemic, which started in Brazil in 2020, caused changes in the teaching and learning processes, establishing social isolation, and making the school enter the students' homes. It is possible to infer that teacher’s digital skills and teacher training also had its configuration changed in the period of remote teaching. That said, a question that guide this research was: how digital technology helped teachers to adapt their pedagogical practice and maintain the child protagonist during the pandemic? To answer this question, a bibliographic survey was carried out on the Reggio Emilia approach, pedagogical practices in the pandemic, teacher training and early childhood education.
The study is aimed to identify how the continuing education of Early Childhood teachers, who teach in Brazilian schools inspired by the Italian approach of Reggio Emilia, took place during the pandemic.
The relevance lies in addressing a current and fundamental issue to understand the training of teachers working in Reggio-inspired schools in the pandemic context.
The research combined a bibliographic survey and a field study, with the application of semi-structured interviews for teachers and administrators. The data analysis technique was content analysis. The study identified the role of digital technology in pedagogical practice and the strategies that were used by Brazilian schools to provide the teacher training during the pandemic. Several apps and platforms served to communicate, to interact, minimizing the physical distance and they contributed to promote media education for teachers, children, and their families.
Supporting agencies: Our thanks to CAPES (Coordination for the Improvement of Higher Education Personnel), a research promotion agency that provided support for the development of the dissertation, from which this article was derived
About the Authors
A. Roche
University of Sorocaba
Brazil
Brazil
Aléxia Roche
Sorocaba
M. Alzira de Almeida Pimenta
University of Sorocaba
Brazil
Brazil
Maria Alzira de Almeida Pimenta
Sorocaba
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For citations:
Roche A., Alzira de Almeida Pimenta M. The Reggio Emilia Approach and Teacher Training During the COVID-19 Pandemic. Education and Self-Development. 2025;20(3):86-96. https://doi.org/10.26907/esd.20.3.07. EDN: RBTRNK
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