MOBILE LEARNING NA FORMAÇÃO INICIAL DE PROFESSORES DE CIÊNCIAS DA NATUREZA: CONTRIBUIÇÕES E DESAFIOS A PARTIR DE EXPERIÊNCIAS EXTENSIONISTAS NA UNIVERSIDADE DO ESTADO DO RIO GRANDE DO NORTE (MOSSORÓ)

Abstract

The advancement of digital technologies, especially mobile devices such as smartphones and tablets, has profoundly impacted contemporary society, making their use indispensable. The pedagogical integration of these resources in higher education, particularly in teacher education, still faces significant challenges. In view of this scenario, the research problem was defined as follows: How do the experiences lived in an extension course influence the perceptions and preparation of pre-service teachers in Natural Sciences at the State University of Rio Grande do Norte for the pedagogical use of mobile devices? Based on this problem, this study, conducted between March and May 2024, aimed to analyze how the theoretical and practical experiences developed in an extension course contribute to the education and professional preparation of pre-service teachers in Natural Sciences for the use of Mobile Learning at the Mossoró campus. Methodologically, this is a qualitative study of an Interventive Nature Research (PNI) type, developed in two stages: a literature review and a formative intervention. Faculty members and undergraduate students from teacher education programs linked to the Faculty of Exact and Natural Sciences (FANAT/UERN) participated in the study. Data were collected through questionnaires, semi-structured interviews, formative meetings (both face-to-face and remote), and video records. Data analysis was conducted based on Bardin’s content analysis technique. The results indicate that, although there is a positive perception of the potential of mobile devices in teaching, gaps persist in initial teacher education, along with a lack of specific formative practices and resistance from some faculty members, mainly due to insufficient training and the absence of institutional guidelines. It is concluded that there is a need to reform teacher education curricula, incorporating practices that promote digital competence and the use of Mobile Learning as a teaching strategy. As a complement to this study, a practical guide was developed to support teacher training in the pedagogical use of mobile devices, aiming to improve the quality of Natural Sciences education.