Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions

Detalhes bibliográficos
Autor(a) principal: Seabra, Filipa
Data de Publicação: 2021
Outros Autores: Teixeira, António, Abelha, Marta, Aires, Luísa
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.2/10916
Resumo: Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.
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spelling Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptionsEmergency remote teaching and learningCOVID-19Teachers' perspectivesChild educationPrimary educationSecondary educationDistance educationODS::04:Educação de QualidadeEmergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.MDPIRepositório AbertoSeabra, FilipaTeixeira, AntónioAbelha, MartaAires, Luísa2021-07-21T11:37:36Z2021-07-132021-07-13T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/10916engSeabra, F., Teixeira, A., Abelha, M. & Aires, L. (2021). Emergency remote teaching and learning in Portugal: Teachers’ perceptions. Education Sciences, 11(7), 349. https://doi.org/10.3390/educsci11070349 ISSN 2227-71022227-7102https://doi.org/10.3390/educsci11070349info: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:RCAAP2023-11-16T15:37:11Zoai:repositorioaberto.uab.pt:10400.2/10916Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:50:27.027331Repositório 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 Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
title Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
spellingShingle Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
Seabra, Filipa
Emergency remote teaching and learning
COVID-19
Teachers' perspectives
Child education
Primary education
Secondary education
Distance education
ODS::04:Educação de Qualidade
title_short Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
title_full Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
title_fullStr Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
title_full_unstemmed Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
title_sort Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions
author Seabra, Filipa
author_facet Seabra, Filipa
Teixeira, António
Abelha, Marta
Aires, Luísa
author_role author
author2 Teixeira, António
Abelha, Marta
Aires, Luísa
author2_role author
author
author
dc.contributor.none.fl_str_mv Repositório Aberto
dc.contributor.author.fl_str_mv Seabra, Filipa
Teixeira, António
Abelha, Marta
Aires, Luísa
dc.subject.por.fl_str_mv Emergency remote teaching and learning
COVID-19
Teachers' perspectives
Child education
Primary education
Secondary education
Distance education
ODS::04:Educação de Qualidade
topic Emergency remote teaching and learning
COVID-19
Teachers' perspectives
Child education
Primary education
Secondary education
Distance education
ODS::04:Educação de Qualidade
description Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students’ constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students’ constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-21T11:37:36Z
2021-07-13
2021-07-13T00:00:00Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.2/10916
url http://hdl.handle.net/10400.2/10916
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Seabra, F., Teixeira, A., Abelha, M. & Aires, L. (2021). Emergency remote teaching and learning in Portugal: Teachers’ perceptions. Education Sciences, 11(7), 349. https://doi.org/10.3390/educsci11070349 ISSN 2227-7102
2227-7102
https://doi.org/10.3390/educsci11070349
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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