Please use this identifier to cite or link to this item: https://hdl.handle.net/10316/113025
Title: Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers’ Perceptions
Authors: Seabra, Filipa 
Teixeira, António 
Abelha, Marta 
Aires, Luísa
Keywords: emergency remote teaching and learning; COVID-19; teachers’ perceptions; child education; primary education; secondary education; distance education
Issue Date: 2021
Serial title, monograph or event: Education Sciences
Volume: 11
Issue: 7
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? An- swering 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 con- ditions, 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.
URI: https://hdl.handle.net/10316/113025
ISSN: 2227-7102
DOI: 10.3390/educsci11070349
Rights: openAccess
Appears in Collections:I&D CEIS20 - Artigos em Revistas Internacionais

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