Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers
Autor(a) principal: | |
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Data de Publicação: | 2022 |
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/1822/80163 |
Resumo: | With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined. |
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Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachersinclusionemergency remote teachingcross-countrydifferentiated instructioninclusive educationCOVID-19Ciências Sociais::PsicologiaSocial SciencesWith the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined.The publication was funded by the Open Access Fund of Universitaet Trier and the German Research Foundation (DFG) within the Open Access Publishing funding programme.Frontiers MediaUniversidade do MinhoLetzel-Alt, VerenaPozas, MarcelaSchwab, SusanneSchneider, ChristophLindner, Katharina-TheresaDias, PauloCadime, Irene Maria Dias20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/80163engLetzel-Alt V, Pozas M, Schwab S, Schneider C, Lindner K-T, Dias P and Cadime I (2022) Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Front. Educ. 7:969737. doi: 10.3389/feduc.2022.9697372504-284X10.3389/feduc.2022.969737https://www.frontiersin.org/articles/10.3389/feduc.2022.969737info: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:RCAAP2023-07-21T12:07:20Zoai:repositorium.sdum.uminho.pt:1822/80163Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:58:15.638135Repositório 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 |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
title |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
spellingShingle |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers Letzel-Alt, Verena inclusion emergency remote teaching cross-country differentiated instruction inclusive education COVID-19 Ciências Sociais::Psicologia Social Sciences |
title_short |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
title_full |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
title_fullStr |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
title_full_unstemmed |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
title_sort |
Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers |
author |
Letzel-Alt, Verena |
author_facet |
Letzel-Alt, Verena Pozas, Marcela Schwab, Susanne Schneider, Christoph Lindner, Katharina-Theresa Dias, Paulo Cadime, Irene Maria Dias |
author_role |
author |
author2 |
Pozas, Marcela Schwab, Susanne Schneider, Christoph Lindner, Katharina-Theresa Dias, Paulo Cadime, Irene Maria Dias |
author2_role |
author author author author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Letzel-Alt, Verena Pozas, Marcela Schwab, Susanne Schneider, Christoph Lindner, Katharina-Theresa Dias, Paulo Cadime, Irene Maria Dias |
dc.subject.por.fl_str_mv |
inclusion emergency remote teaching cross-country differentiated instruction inclusive education COVID-19 Ciências Sociais::Psicologia Social Sciences |
topic |
inclusion emergency remote teaching cross-country differentiated instruction inclusive education COVID-19 Ciências Sociais::Psicologia Social Sciences |
description |
With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worldwide have agreed that, despite the fact that efforts were made to immediately adapt to emergency remote teaching, disadvantaged and vulnerable students may be especially at risk in emergency remote teaching. Given the differences in schooling organization across countries during the COVID-19 pandemic it can be expected that teachers performed inclusive instructional practices significantly different. Against the unpredictable situation, cross-country research has been urgently required to provide data that could inform education policy. Thus, this study explored teachers’ perceptions of supporting at risk students during the first COVID-19 school closures, as well as examining teachers’ inclusive teaching practices in three countries: Germany, Austria and Portugal. ANOVA results revealed important country differences. In general, it appears that teachers in Germany and Austria reported to have implemented less practices to address vulnerable and at-risk students compared to Portuguese teachers. Implications of the results, as well as further lines of research are outlined. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 2022-01-01T00:00:00Z |
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/1822/80163 |
url |
https://hdl.handle.net/1822/80163 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Letzel-Alt V, Pozas M, Schwab S, Schneider C, Lindner K-T, Dias P and Cadime I (2022) Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Front. Educ. 7:969737. doi: 10.3389/feduc.2022.969737 2504-284X 10.3389/feduc.2022.969737 https://www.frontiersin.org/articles/10.3389/feduc.2022.969737 |
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 |
Frontiers Media |
publisher.none.fl_str_mv |
Frontiers Media |
dc.source.none.fl_str_mv |
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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 |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
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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