Reimagining a positive direction for education through digital learning: realities during the pandemic crisis voiced by teachers

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Autor(es): dc.creatorCardoso, Teresa Margarida Loureiro-
Autor(es): dc.creatorBastos, Glória-
Autor(es): dc.creatorPestana, Filomena-
Data de aceite: dc.date.accessioned2025-08-21T15:19:02Z-
Data de disponibilização: dc.date.available2025-08-21T15:19:02Z-
Data de envio: dc.date.issued2024-06-03-
Data de envio: dc.date.issued2024-06-03-
Data de envio: dc.date.issued2022-
Fonte completa do material: dc.identifierhttp://hdl.handle.net/10400.2/16091-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/10400.2/16091-
Descrição: dc.descriptionTrabalho realizado no âmbito do Projeto RAPIDE – Reimagining a Positive Direction for Education, com financiamento europeu (2020-1-UK01-KA226-SCH-094495).-
Descrição: dc.descriptionThroughout History, technologies have been transforming human lives in their different areas. Education, in general, and specifically teacher education are no exceptions. However, with the digital technologies, these transformations can be ever more challenging, or perceived as such. Therefore, the drive to develop digital skills, competences and solutions have resulted, for instance, in the creation of frameworks and strategies, both at national and international levels, to guide, namely, the teachers. These orientations were already in place before the COVID-19 arose, but this pandemic crisis was a critical moment to test them. Indeed, at the eve of the worldwide lockdown, the Action Plan for Portugal’s Digital Transition was launched. Many processes of digitalisation were then accelerated, urged by the overnight shift to emergency remote teaching and learning required at that time. But how were those distance and online scenarios experienced by teachers? Our aim is to identify realities that surfaced as voiced by teachers, within broader research in the scope of the RAPIDE Erasmus+Project. For that purpose, we adopt the case study methodology, focusing on an exploratory qualitative design. Data was collected by means of a web-based survey made available after a synchronous short-teacher training action about European perspectives on digital learning. Content analysis was chosen to interpret the reflections of the teachers (N=18) we interviewed with regard to their realities raised during the COVID-19 pandemic. Our findings evidence that the problems described by teachers were felt across the different school levels, in diverse geographic contexts, stemming from the following difficulties: organisational/management; pedagogical/didactical; role of the teacher; social/emotional; technical issues. Of these the social/emotional difficulties were prevalent, and confirm that the teacher practice is ultimately directed towards the students – to their active participation, motivation, attention; in a word, to their meaningful learning, particularly “in Times of Global and Glocal Transformations”.-
Descrição: dc.descriptioninfo:eu-repo/semantics/publishedVersion-
Formato: dc.formatapplication/pdf-
Idioma: dc.languageen-
Relação: dc.relationhttps://ateewinterconferen.wixsite.com/2023/abstracts-
Palavras-chave: dc.subjectDigital learning-
Palavras-chave: dc.subjectReimagining education-
Palavras-chave: dc.subjectCOVID-19-
Palavras-chave: dc.subjectEmergency remote teaching-
Título: dc.titleReimagining a positive direction for education through digital learning: realities during the pandemic crisis voiced by teachers-
Aparece nas coleções:Repositório Aberto - Universidade Aberta (Portugal)

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