Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers' Perceptions

Autor/inn/en	Seabra, Filipa; Teixeira, António; Abelha, Marta; Aires, Luísa
Titel	Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers' Perceptions
Quelle	In: Education Sciences, 11 (2021), Artikel 349 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Seabra, Filipa) ORCID (Teixeira, António) ORCID (Abelha, Marta) ORCID (Aires, Luísa)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Foreign Countries; Distance Education; Online Courses; School Closing; COVID-19; Pandemics; Preservice Teachers; Student Attitudes; Barriers; Technological Literacy; Educational Technology; Technology Uses in Education; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Student Characteristics; Teaching Conditions; Time Management; Faculty Workload; Student Participation; Parent Role; Interpersonal Communication; Teaching Methods; Evaluation; Laboratories; Feedback (Response); Access to Computers; Student Needs; Portugal + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Schülerverhalten; Technisches Wissen; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Zeitmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Parental role; Elternrolle; Interpersonale Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Evaluierung; Laboratory; Laboratorium
Abstract	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: (1) difficulties throughout ERTL; (2) students' constraints in participating in ERTL; and (3) 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. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01