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Advisor(s)
Abstract(s)
O encerramento das escolas decorrente da necessidade de mitigar a disseminação do vírus SARS-CoV-2 ditou a adoção de um ensino remoto de
emergência a que professores e alunos rapidamente tiveram de se adaptar.
Neste artigo apresentam-se resultados de um estudo mais vasto que pretendeu analisar as condições em que os professores realizaram as suas tarefas de
ensino, as suas vivências emocionais e cognitivas e os fatores pessoais, profissionais e contextuais que afetaram o seu trabalho. Os dados foram recolhidos
através de um inquérito por questionário online com professores de todos
os ciclos de ensino (n=2638). Os resultados apontam para uma perceção em
geral positiva sobre o modo como os professores e os alunos responderam
ao ensino remoto de emergência, sendo, no entanto, possível identificar dificuldades associadas ao seu funcionamento, nomeadamente problemas técnicos, distrações internas e externas, gestão de tempo e desafios na interação
com os alunos. Estes dados suscitam implicações para (re)pensar o ensino
remoto – quanto aos aspetos não só técnicos e tecnológicos, mas também
pedagógicos –, bem como a formação de professores e a organização o trabalho docente.
The closure of the schools as a result of the need to mitigate the dissemination of SARS-CoV-2 virus has entailed the adoption of an emergency remote teaching to which teachers and pupils had to adapt. In this paper data drawn from a wider study are presented. The study aimed at analyzing the conditions in which teachers dealt with teaching, their emotional and cognitive experiences and the personal, professional and contextual factors that have affected their work. Data were collected through an online survey with teachers from all sectors of teaching (n=2638). Findings point to an overall positive perception about the ways in which teachers and pupils responded to emergency remote teaching. However, difficulties were also found. These relate to the functioning of remote teaching, namely technical problems, internal and external distractions, time management and challenges in the interaction with pupils. Implications for (re)thinking remote teaching, in regard to technical and technological, but also pedagogical aspects, as well as teacher education and organisation of teachers’ work are discussed.
The closure of the schools as a result of the need to mitigate the dissemination of SARS-CoV-2 virus has entailed the adoption of an emergency remote teaching to which teachers and pupils had to adapt. In this paper data drawn from a wider study are presented. The study aimed at analyzing the conditions in which teachers dealt with teaching, their emotional and cognitive experiences and the personal, professional and contextual factors that have affected their work. Data were collected through an online survey with teachers from all sectors of teaching (n=2638). Findings point to an overall positive perception about the ways in which teachers and pupils responded to emergency remote teaching. However, difficulties were also found. These relate to the functioning of remote teaching, namely technical problems, internal and external distractions, time management and challenges in the interaction with pupils. Implications for (re)thinking remote teaching, in regard to technical and technological, but also pedagogical aspects, as well as teacher education and organisation of teachers’ work are discussed.
Description
Keywords
Ensino remoto Professores COVID-19 Adaptação Remote teaching Teachers Adaptation
Pedagogical Context
Citation
Flores, M. A., Barros, A., Veiga Simão, A. M., Gago, M., Fernandes, E. L., Pereira, D., Ferreira, P. C., & Costa, L. (2021). Ensino remoto de emergência em tempos de pandemia: a experiência de professores portugueses. Revista Portuguesa de Investigação Educacional, 21, 1-26. https://doi.org/10.34632/investigacaoeducacional.2021.10022
Publisher
Universidade Católica Portuguesa