COVID-19 has changed everyday life around the world, in this context, there were many concerns in the educational scenario at universities, especially in teacher training due to the transition from face-to-face teaching to remote teaching. The implementation of emergency remote teaching was an alternative for the continuation of classes during the pandemic, causing impacts on teaching and learning. In view of this, the objective of this work was to investigate the perceptions of undergraduate students of the Degree in Sciences: Chemistry and Biology at ICET/UFAM about the impacts of remote teaching adopted during the pandemic on their teacher training process. Data collection took place using two instruments: a questionnaire and an interview script. 43 students participated in the survey and 10 were interviewed. Participants highlighted some difficulties during remote teaching, such as lack of organization in the study routine, lack of concentration in classes, lack of internet and financial resources. With regard to the learning acquired, the results are focused on the use of applications and new teaching methodologies for the elaboration of more interactive classes through Digital Information and Communication Technologies. In this sense, the data showed negative and positive impacts on undergraduate students during the remote period, such negative impacts are related to the Chemistry disciplines, due to the lack of contact with the professor, and the positive impacts to learning innovative methods for future teaching practice.
Keywords: remote teaching; science teaching; teacher training.
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