TEACHERS’ VIEWS AND ACTIONS: WHAT RESEARCH REVEALS ABOUT ONLINE AND HYBRID BACHELOR’S DEGREE COURSES IN PEDAGOGY

Abstract

This study examines the educational ideas and practices of two Pedagogy programs offered in distance and hybrid modalities, with the aim of understanding the training models, emphasizing the curricular foundations, the pedagogical approaches applied and the implementation of the learning assessment proposals. The research is based on theoretical discussions about the curriculum in teacher training. The data collected for this qualitative investigation consist of published works on the courses, including articles, book chapters and master's dissertations, accessible in online digital repositories. During the analysis, it was possible to identify and understand the training models in practice, evidencing how the particularities of the curricula supported student learning. The findings highlight that the association between theory and practice occurred effectively (real curriculum) through a training strategy centered on analyses and reflections on the experiences of students in their teaching environments, thus promoting learning processes.