Abstract
This article aimed to investigate how the knowledge base of the technical education teacher who worked in remote teaching was expanded and which teaching learning was intensified in this process. This study is characterized as a descriptive-analytical research, of a qualitative nature. To carry out this study, teachers who work at a Technical School located in the State of São Paulo answered questionnaires and interviews. The theoretical foundation focused on studies by Carlos Marcelo and Lee Shulman that deal with teacher training and professional development. Data analysis revealed that collaboration, humanization, changes in old practices, adaptation to new environments and the ability to develop new knowledge for teaching practice are among the learning experiences.
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