Atenção: Todas as denúncias são sigilosas e sua identidade será preservada.
Os campos nome e e-mail são de preenchimento opcional
Metadados | Descrição | Idioma |
---|---|---|
Autor(es): dc.creator | Seabra, Filipa | - |
Autor(es): dc.creator | Teixeira, António | - |
Autor(es): dc.creator | Abelha, Marta | - |
Autor(es): dc.creator | Aires, Luísa | - |
Data de aceite: dc.date.accessioned | 2022-02-15T14:09:16Z | - |
Data de disponibilização: dc.date.available | 2022-02-15T14:09:16Z | - |
Data de envio: dc.date.issued | 2021-07-21 | - |
Data de envio: dc.date.issued | 2021-07-21 | - |
Data de envio: dc.date.issued | 2021-07-13 | - |
Fonte completa do material: dc.identifier | http://hdl.handle.net/10400.2/10916 | - |
Fonte completa do material: dc.identifier | https://doi.org/10.3390/educsci11070349 | - |
Fonte: dc.identifier.uri | http://educapes.capes.gov.br/handle/10400.2/10916 | - |
Descrição: dc.description | 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 (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. | - |
Descrição: dc.description | info:eu-repo/semantics/publishedVersion | - |
Idioma: dc.language | en | - |
Publicador: dc.publisher | MDPI | - |
Relação: dc.relation | UIDB/04372/2020 | - |
Relação: dc.relation | UIDP/04372/2020 | - |
Relação: dc.relation | https://www.mdpi.com/2227-7102/11/7/349 | - |
Direitos: dc.rights | openAccess | - |
Direitos: dc.rights | http://creativecommons.org/licenses/by/4.0/ | - |
Palavras-chave: dc.subject | Emergency remote teaching and learning | - |
Palavras-chave: dc.subject | COVID-19 | - |
Palavras-chave: dc.subject | Teachers' perspectives | - |
Palavras-chave: dc.subject | Child education | - |
Palavras-chave: dc.subject | Primary education | - |
Palavras-chave: dc.subject | Secondary education | - |
Palavras-chave: dc.subject | Distance education | - |
Palavras-chave: dc.subject | ODS::04:Educação de Qualidade | - |
Título: dc.title | Emergency remote teaching and learning in Portugal: preschool to secondary school teachers’ perceptions | - |
Tipo de arquivo: dc.type | livro digital | - |
Aparece nas coleções: | Repositório Aberto - Universidade Aberta (Portugal) |
O Portal eduCAPES é oferecido ao usuário, condicionado à aceitação dos termos, condições e avisos contidos aqui e sem modificações. A CAPES poderá modificar o conteúdo ou formato deste site ou acabar com a sua operação ou suas ferramentas a seu critério único e sem aviso prévio. Ao acessar este portal, você, usuário pessoa física ou jurídica, se declara compreender e aceitar as condições aqui estabelecidas, da seguinte forma: