Emergency remote teaching and learning and teachers’ digital competence
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.2/15314 |
Resumo: | The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education. |
id |
RCAP_fe822de2065a1109858ca3e7e35345ca |
---|---|
oai_identifier_str |
oai:repositorioaberto.uab.pt:10400.2/15314 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Emergency remote teaching and learning and teachers’ digital competenceEnseñanza y aprendizaje remoto de emergencia y las competencias digitales del profesoradoTeachersPrimary educationSecondary educationTeacher qualificationsDocenteEscuela primariaEscuela secundariaCompetencias del docenteODS::04:Educação de QualidadeThe challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education.Los retos planteados por la pandemia de COVID-19 han obligado a una rápida movilización de las escuelas hacia las prácticas de enseñanza y aprendizaje remoto de emergencia (EARE) y las competencias digitales de los profesores han sido esenciales en este contexto. El presente estudio tiene por objetivo identificar las prácticas de EARE adoptadas en Portugal y la manera en que éstas fueron percibidas por profesores de alumnos de entre 3 y 18 años de edad. Se recopilaron datos a través de un cuestionario aplicado en línea en abril y mayo de 2020 a 329 profesores. La EARE se percibió como una oportunidad para el desarrollo de las competencias digitales tanto de los propios profesores como de sus alumnos. Los profesores valoraron el proceso de manera moderadamente positiva y manifestaron una experiencia de sobrecarga de trabajo. Las prácticas pedagógicas aplicadas por los profesores durante este periodo fueron variadas y diferían según el sexo, la autoevaluación de la competencia digital y el nivel educativo impartido. Los resultados señalan la importancia de la formación docente continua para lograr una educación a distancia de calidad.Universidad Autónoma de Baja CaliforniaRepositório AbertoSeabra, FilipaAires, LuísaAbelha, MartaTeixeira, António2023-12-28T09:15:16Z2023-122023-12-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.2/15314engSeabra, F., Aires, L., Abelha, M., & Teixeira, A. (2023). Emergency remote teaching and learning and teachers' digital competence. Revista Electrónica de Investigación Educativa, 25, e29, 1-16. https://doi.org/10.24320/redie.2023.25.e29.5663. ISSN: 1607-4041.1607-404110.24320/redie.2023.25.e29.5663info: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:RCAAP2023-12-31T01:47:14Zoai:repositorioaberto.uab.pt:10400.2/15314Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:56:58.048018Repositório 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 and teachers’ digital competence Enseñanza y aprendizaje remoto de emergencia y las competencias digitales del profesorado |
title |
Emergency remote teaching and learning and teachers’ digital competence |
spellingShingle |
Emergency remote teaching and learning and teachers’ digital competence Seabra, Filipa Teachers Primary education Secondary education Teacher qualifications Docente Escuela primaria Escuela secundaria Competencias del docente ODS::04:Educação de Qualidade |
title_short |
Emergency remote teaching and learning and teachers’ digital competence |
title_full |
Emergency remote teaching and learning and teachers’ digital competence |
title_fullStr |
Emergency remote teaching and learning and teachers’ digital competence |
title_full_unstemmed |
Emergency remote teaching and learning and teachers’ digital competence |
title_sort |
Emergency remote teaching and learning and teachers’ digital competence |
author |
Seabra, Filipa |
author_facet |
Seabra, Filipa Aires, Luísa Abelha, Marta Teixeira, António |
author_role |
author |
author2 |
Aires, Luísa Abelha, Marta Teixeira, António |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Repositório Aberto |
dc.contributor.author.fl_str_mv |
Seabra, Filipa Aires, Luísa Abelha, Marta Teixeira, António |
dc.subject.por.fl_str_mv |
Teachers Primary education Secondary education Teacher qualifications Docente Escuela primaria Escuela secundaria Competencias del docente ODS::04:Educação de Qualidade |
topic |
Teachers Primary education Secondary education Teacher qualifications Docente Escuela primaria Escuela secundaria Competencias del docente ODS::04:Educação de Qualidade |
description |
The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-28T09:15:16Z 2023-12 2023-12-01T00:00:00Z |
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 |
http://hdl.handle.net/10400.2/15314 |
url |
http://hdl.handle.net/10400.2/15314 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Seabra, F., Aires, L., Abelha, M., & Teixeira, A. (2023). Emergency remote teaching and learning and teachers' digital competence. Revista Electrónica de Investigación Educativa, 25, e29, 1-16. https://doi.org/10.24320/redie.2023.25.e29.5663. ISSN: 1607-4041. 1607-4041 10.24320/redie.2023.25.e29.5663 |
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 |
Universidad Autónoma de Baja California |
publisher.none.fl_str_mv |
Universidad Autónoma de Baja California |
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 |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799136453599428608 |