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

dc.contributor.authorSeabra, Filipa
dc.contributor.authorTeixeira, António
dc.contributor.authorAbelha, Marta
dc.contributor.authorAires, Aires
dc.date.accessioned2021-09-06T14:36:05Z
dc.date.available2021-09-06T14:36:05Z
dc.date.issued2021-07
dc.description.abstractEmergency 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.pt_PT
dc.identifier.citationSeabra, F., Teixeira, A., Abelha, M., & Aires, L. (2021). Emergency remote teaching and learning in Portugal: preschool to secondary school Teachers’ perceptions. Education Sciences, 11(7), 349-351. Disponível no Repositório UPT, http://hdl.handle.net/11328/3649pt_PT
dc.identifier.doihttps://doi.org/10.3390/educsci11070349pt_PT
dc.identifier.issn1107-0349
dc.identifier.urihttp://hdl.handle.net/11328/3649
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherMDPIpt_PT
dc.relation.publisherversionhttps://www.mdpi.com/2227-7102/11/7/349pt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectEmergency remote teaching and learningpt_PT
dc.subjectCOVID-19pt_PT
dc.subjectTeachers’ perceptionspt_PT
dc.subjectChild educationpt_PT
dc.subjectPrimary educationpt_PT
dc.subjectSecondary educationpt_PT
dc.subjectDistance educationpt_PT
dc.titleEmergency remote teaching and learning in Portugal: preschool to secondary school Teachers’ perceptionspt_PT
dc.typejournal articlept_PT
degois.publication.firstPage349pt_PT
degois.publication.issue7pt_PT
degois.publication.lastPage351pt_PT
degois.publication.titleEducation Sciencespt_PT
degois.publication.volume11pt_PT
dspace.entity.typePublicationen
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