“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/investigacaoeducacional.2021.10188 |
Resumo: | The present study aims to investigate challenges and learning opportunities that teachers experienced when shifting from face-to-face to online class[1]rooms during the Covid-19 pandemic. The research is grounded on a qualitative design, and data were collected through a survey from 107 Brazilian and Vietnamese educators. Qualitative content analysis is applied to analyze participants’ replies. As a result, the study identifies the following key challenges: (i) mental and emotional issues, (i) interaction inside and outside the classroom, (iii) lack of preparation, (iv) lack of physical access to technology, which is linked to (vi) social inequality in education, and (vii) adaptation of teaching methods. In addition, results of Fisher’s exact test show that teachers are significantly different in reporting their challenges, regarding their sectors and countries. In terms of learning opportunities, the study highlights: (i) increasing students’ autonomy, (ii) teachers’ compassion with students’ diffi[1]culties, (iii) possibility of bonding with students, (iv) optimistic attitudes, (v) overcoming difficulties by learning with trials and mistakes, and (vii) professional development and learning. Finally, it showcases that DE can also be a terrain of learning opportunities in which compassion and professional development opportunities take place through, for instance, finding ways for bonding and teaching despite adversity. |
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“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study“Juntos somos mais fortes!” – histórias de dificuldades e oportunidades de aprendizagem de professores vietnamitas e brasileiros no ensino online durante a covid-19: um estudo qualitativoThe present study aims to investigate challenges and learning opportunities that teachers experienced when shifting from face-to-face to online class[1]rooms during the Covid-19 pandemic. The research is grounded on a qualitative design, and data were collected through a survey from 107 Brazilian and Vietnamese educators. Qualitative content analysis is applied to analyze participants’ replies. As a result, the study identifies the following key challenges: (i) mental and emotional issues, (i) interaction inside and outside the classroom, (iii) lack of preparation, (iv) lack of physical access to technology, which is linked to (vi) social inequality in education, and (vii) adaptation of teaching methods. In addition, results of Fisher’s exact test show that teachers are significantly different in reporting their challenges, regarding their sectors and countries. In terms of learning opportunities, the study highlights: (i) increasing students’ autonomy, (ii) teachers’ compassion with students’ diffi[1]culties, (iii) possibility of bonding with students, (iv) optimistic attitudes, (v) overcoming difficulties by learning with trials and mistakes, and (vii) professional development and learning. Finally, it showcases that DE can also be a terrain of learning opportunities in which compassion and professional development opportunities take place through, for instance, finding ways for bonding and teaching despite adversity.O presente estudo visa investigar os desafios e oportunidades de aprendizagem que os professores vivenciaram ao mudarem de aulas presenciais para aulas online durante a pandemia da covid-19. A investigação baseia-se numa perspetiva qualitativa e os dados foram recolhidos através de um inquérito a 107 educadores brasileiros e vietnamitas. A análise qualitativa de conteúdo é aplicada para analisar as respostas dos participantes. Como resultado, o estudo identifica os seguintes desafios: (i) questões mentais e emocionais, (i) interação dentro e fora da sala de aula, (iii) falta de preparação, (iv) falta de acesso físico à tecnologia, que está ligado a (vi) desigualdade social na educação, e (vii) adaptação dos métodos de ensino. Além disso, os resulta[1]dos do teste exato de Fisher mostram que os professores apresentam diferenças na descrição dos desafios enfrentados, de acordo com seus sectores e países. Em termos de oportunidades de aprendizagem, o estudo destaca: (i) o aumento da autonomia dos estudantes, (ii) a compaixão dos professores com as dificuldades dos estudantes, (iii) a possibilidade de ligação com os estudantes, (iv) atitudes otimistas, (v) a superação das dificuldades através da aprendizagem com provas e erros, e (vii) o desenvolvimento profissional e a aprendizagem. Finalmente, mostra que a educação à distância também pode ser um terreno de oportunidades de aprendizagem em que há compaixão e oportunidades de desenvolvimento profissional, por exemplo, através da busca de formas de conexão e de ensino apesar das adversidades.Universidade Católica Portuguesa2021-10-27T00:00:00Zjournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2021.10188oai:ojs.revistas.ucp.pt:article/10188Revista Portuguesa de Investigação Educacional; n. 21 (2021): COVID 19 and Education; 1-282182-46141645-400610.34632/investigacaoeducacional.2021.n21reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10188https://doi.org/10.34632/investigacaoeducacional.2021.10188https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10188/10017Direitos de Autor (c) 2021 Tu Anh Hà, Giovanna Caetano-Silvahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessHà, Tu AnhCaetano-Silva, Giovanna2022-05-24T16:55:02Zoai:ojs.revistas.ucp.pt:article/10188Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T14:58:02.034417Repositório 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 |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study “Juntos somos mais fortes!” – histórias de dificuldades e oportunidades de aprendizagem de professores vietnamitas e brasileiros no ensino online durante a covid-19: um estudo qualitativo |
title |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study |
spellingShingle |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study Hà, Tu Anh |
title_short |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study |
title_full |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study |
title_fullStr |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study |
title_full_unstemmed |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study |
title_sort |
“Together we are stronger!” – Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study |
author |
Hà, Tu Anh |
author_facet |
Hà, Tu Anh Caetano-Silva, Giovanna |
author_role |
author |
author2 |
Caetano-Silva, Giovanna |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Hà, Tu Anh Caetano-Silva, Giovanna |
description |
The present study aims to investigate challenges and learning opportunities that teachers experienced when shifting from face-to-face to online class[1]rooms during the Covid-19 pandemic. The research is grounded on a qualitative design, and data were collected through a survey from 107 Brazilian and Vietnamese educators. Qualitative content analysis is applied to analyze participants’ replies. As a result, the study identifies the following key challenges: (i) mental and emotional issues, (i) interaction inside and outside the classroom, (iii) lack of preparation, (iv) lack of physical access to technology, which is linked to (vi) social inequality in education, and (vii) adaptation of teaching methods. In addition, results of Fisher’s exact test show that teachers are significantly different in reporting their challenges, regarding their sectors and countries. In terms of learning opportunities, the study highlights: (i) increasing students’ autonomy, (ii) teachers’ compassion with students’ diffi[1]culties, (iii) possibility of bonding with students, (iv) optimistic attitudes, (v) overcoming difficulties by learning with trials and mistakes, and (vii) professional development and learning. Finally, it showcases that DE can also be a terrain of learning opportunities in which compassion and professional development opportunities take place through, for instance, finding ways for bonding and teaching despite adversity. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-27T00:00:00Z |
dc.type.driver.fl_str_mv |
journal article info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/investigacaoeducacional.2021.10188 oai:ojs.revistas.ucp.pt:article/10188 |
url |
https://doi.org/10.34632/investigacaoeducacional.2021.10188 |
identifier_str_mv |
oai:ojs.revistas.ucp.pt:article/10188 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10188 https://doi.org/10.34632/investigacaoeducacional.2021.10188 https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/10188/10017 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2021 Tu Anh Hà, Giovanna Caetano-Silva http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2021 Tu Anh Hà, Giovanna Caetano-Silva http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
dc.source.none.fl_str_mv |
Revista Portuguesa de Investigação Educacional; n. 21 (2021): COVID 19 and Education; 1-28 2182-4614 1645-4006 10.34632/investigacaoeducacional.2021.n21 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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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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