Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers
Autor(a) principal: | |
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Data de Publicação: | 2024 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/89255 |
Resumo: | The COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors. |
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Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachersSchool inclusionTeachersSchoolworkSocial inequalitiesCiências Sociais::Ciências da EducaçãoCiências Sociais::SociologiaEducação de qualidadeThe COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors.MDPIUniversidade do MinhoTorres, Leonor LimaAlves, Mariana Gaio2024-02-162024-02-16T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/89255engTorres, L. L., & Alves, M. G. (2024). Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers. Education Sciences, 14, e197. https://doi.org/10.3390/educsci140201972227-710210.3390/educsci14020197e197https://www.mdpi.com/2227-7102/14/2/197/pdfinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-09T01:19:47Zoai:repositorium.sdum.uminho.pt:1822/89255Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:13:59.668391Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
title |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
spellingShingle |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers Torres, Leonor Lima School inclusion Teachers Schoolwork Social inequalities Ciências Sociais::Ciências da Educação Ciências Sociais::Sociologia Educação de qualidade |
title_short |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
title_full |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
title_fullStr |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
title_full_unstemmed |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
title_sort |
Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers |
author |
Torres, Leonor Lima |
author_facet |
Torres, Leonor Lima Alves, Mariana Gaio |
author_role |
author |
author2 |
Alves, Mariana Gaio |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Torres, Leonor Lima Alves, Mariana Gaio |
dc.subject.por.fl_str_mv |
School inclusion Teachers Schoolwork Social inequalities Ciências Sociais::Ciências da Educação Ciências Sociais::Sociologia Educação de qualidade |
topic |
School inclusion Teachers Schoolwork Social inequalities Ciências Sociais::Ciências da Educação Ciências Sociais::Sociologia Educação de qualidade |
description |
The COVID-19 pandemic had a significant impact on school education, as confirmed by numerous studies produced at the international level. One of the most profound effects was the potential change to the political mandates of schools and resulting alterations in professional teaching practices, given the proliferation of remote (online and blended) teaching. This article aims to explore the extent to which the pandemic crisis has reconfigured schools’ educational priorities, with an emphasis on democratisation and inclusion at the expense of learning outcomes and meritocratic approaches. Based on an extensive study as part of a wider international project, the results of a questionnaire survey of Portuguese teachers (n = 3983) during the initial lockdown period in 2020 are analysed. The empirical evidence suggests that the pandemic resulted in a strengthening of the democratising pole, underpinned by the principles of equal opportunities, inclusion, and social justice, even though the practices and priorities of teachers as a whole are not homogeneous. This heterogeneity reflects pre-existing professional and school cultures, which vary depending on level of education, gender, school type, and career length, among other important factors. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-02-16 2024-02-16T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/89255 |
url |
https://hdl.handle.net/1822/89255 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Torres, L. L., & Alves, M. G. (2024). Democratisation and educational inclusion during lockdown times: Perceptions of Portuguese teachers. Education Sciences, 14, e197. https://doi.org/10.3390/educsci14020197 2227-7102 10.3390/educsci14020197 e197 https://www.mdpi.com/2227-7102/14/2/197/pdf |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
MDPI |
publisher.none.fl_str_mv |
MDPI |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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