Science teachers' practices during the pandemic in Portugal.

Autor/inn/en	Baptista, Mónica; Costa, Estela; Martins, Iva
Titel	Science teachers' practices during the pandemic in Portugal. Paralleltitel: Prakse uciteljev naravoslovja med pandemijo na Portugalskem.
Quelle	In: CEPS journal, 13 (2023) 2, S. 31-56Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26892 10.26529/cepsj.1143
URN	urn:nbn:de:0111-pedocs-268921
Schlagwörter	Inhaltsanalyse; Interview; Digitale Medien; Medienkompetenz; Fernunterricht; Inhaltsanalyse; Interview; Lehrer; Naturwissenschaftlicher Unterricht; Portugal; Computerunterstützter Unterricht; Hausunterricht; Professionalität; Medienkompetenz; Pandemie; Lehrer; Lehrerrolle; Hausunterricht; Computerunterstützter Unterricht; COVID-19; Pandemie; Naturwissenschaftlicher Unterricht; Reflexion (Phil); Fernunterricht; Professionalität; COVID-19; Portugal
Abstract	This paper aims to examine how science teachers adapted their practices to the context of the Covid-19 pandemic and what they learned during the period of confinement. The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers' individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers' role in crisis management, such as during the Covid-19 pandemic. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1