University teaching in the pandemic context and higher education entrance
DOI:
https://doi.org/10.35699/2237-5864.2020.24742Keywords:
Professional development for professors, Higher education student, Dropout, Remote educationAbstract
This study aims to analyze the characteristics of university teaching during the Covid-19 pandemic that enhanced students’ transition to higher education. Eight first-year students of both sexes were interviewed, and the qualitative analysis of data showed that pedagogical adaptations made in remote education, professor-student interactions, commitment to student education, and recognition of university teaching quality enabled the transition to higher education. These findings restate professors’ role in the learning process and permanence of first-year students, but stress the urgency of thinking about the political and social implications of remote education emergency, including university teaching in the pandemic, considering the intensification of professors’ work and the limited space for their professional development.
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