Portuguese Teachers’ Experience During the Pandemic: Lessons Learned and Changes to be Done

Authors

  • Diana Pereira Universidade do Minho
  • Eva Fernandes Universidade do Minho
  • Maria Assunção Flores Universidade do Minho

Keywords:

Portuguese Teachers. Pandemic. Professional Learning. Online Teaching.

Abstract

This paper is part of a broader study which aims at investigating teachers' experiences during the pandemic. The study focuses on teachers' professional learning and changes to be developed based on their experience during online teaching. The study is part of an international project which involved 2,638 teachers from all sectors of education and across all disciplinary areas. Data were collected through an online questionnaire. Findings indicate that, despite facing big challenges posed by the abrupt shift to online teaching, teachers acquired new skills related not only to the use of digital platforms but also to activity planning, collaborative work, and formative assessment. However, they also expressed the need for change, particularly regarding continuous education, teaching conditions, and access to resources.

Downloads

Download data is not yet available.

Author Biographies

Diana Pereira, Universidade do Minho

Diana Pereira holds a PhD in Educational Sciences - Curricular Development by the University of Minho/ European PhD (Malardalen University, Sweden) and a Master Degree in Educational Sciences - specialization in Evaluation by the University of Minho. She has published your work in international journals with impact factor and is member of national and international projects, mainly in the area of Educational Sciences. Her research interests include assessment, learning and teaching process, feedback, curriculum development, educational leadership, educational policies and higher education. ORCID: https://orcid.org/0000-0002-3550-1855

Eva Fernandes, Universidade do Minho

Eva Lopes Fernandes is a Junior Researcher at Research Center on Child Studies at the Institute of Education of the University of Minho, Portugal. She completed her PhD in Educational Sciences, Specialization in Curriculum Development in the same university. Her research interests are assessment, compulsory education, teacher education, teachers’ work and professional development, pupil voice, teacher leadership, and higher education. She has published papers in peer-reviewed scientific journals and participated in national and international research projects. ORCID: https://orcid.org/0000-0002-3838-9846

Maria Assunção Flores, Universidade do Minho

Maria Assunção Flores works at the University of Minho, Portugal. She received her PhD in Education in 2002 at the University of Nottingham, UK. Her research interests include teacher professionalism and identity, teacher education and professional development, curriculum and assessment, leadership, and higher education. She has published extensively on these topics both nationally and internationally. She is currently director of the Research Center on Child Studies at the University of Minho. She is also a member of the Board of the Teacher Education Policy in Europe network and of the International Forum for Teacher Educator Development. ORCID: https://orcid.org/0000-0002-4698-7483

References

ATMOJO, A.; NUGROHO, A. EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, Salatiga, v. 12, n. 1, p. 49-76, 2020. https://doi.org/10.18326/rgt.v13i1.49-76

ÁVALOS, B.; FLORES, M. A. School-based teacher collaboration in Chile and Portugal. Compare: A Journal of Comparative and International Education, Londres, v. 51, n. 1, p. 1-18, 2021. https://doi.org/10.1080/03057925.2020.1854085

ÁVALOS, B.; FLORES, M. A.; ARANEDA, P. Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 times. Teachers and Teaching: Theory and Practice, Londres, v. 27, n. 1, p. 1-17, 2021. https://doi.org/10.1080/13540602.2021.2012758

AZEVEDO, J. COVID e educação: da emergência às oportunidades. In: ALVES, J.;

BARRETO, A. C. F.; ROCHA, D. S. COVID-19 e Educação: resistências, desafios e (im) possibilidades. Revista Encantar: Educação, Cultura e Sociedade, Salvador, v. 2, p. 1-11, 2020. Disponível em: https://www.revistas.uneb.br/index.php/encantar/article/view/8480. Acesso em: 20 setembro de 2024.

DARLING-HAMMOND, L.; HYLER, M. Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education, Londres, v. 43, n. 4, p. 457-465, 2020. https://doi.org/10.1080/02619768.2020.1816961

DEMPSEY, T.; MESTRY, R. Teachers’ perceptions and experiences of navigating continuing professional development during the COVID-19 pandemic. Education Sciences, Basel, v. 13, n. 9, p. 933, 2023. https://doi.org/10.3390/educsci13090933

ESTEVES, M. Análise de conteúdo. In: LIMA, L.; PACHECO, J. A. (Orgs.). Fazer Investigação: Contributos para a elaboração de dissertações e teses. Porto: Porto Editora, 2006. p. 105-126.

FLORES, M. A. et al. Ensino remoto de emergência em tempos de pandemia: A experiência de professores portugueses. Revista Portuguesa de Investigação Educacional, Lisboa, n. 21, p. 1-26, 28 set. 2021a. https://doi.org/10.34632/investigacaoeducacional.2021.10022

FLORES, M. A. et al. Ensinar em tempos de COVID-19: um estudo com professores dos ensinos básico e secundário em Portugal. Revista Portuguesa de Educação, Minho, v. 34, n. 1, 2021b. https://doi.org/10.21814/rpe.21108

FLORES, M. A. et al. Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of participation. Technology, Pedagogy and Education, v. 33, n. 1, p. 57-72, 2023. https://doi.org/10.1080/1475939X.2023.2270491

FLORES, M. A.; GAGO, M. Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, Londres, v. 46, n. 4, p. 507-516, 2020. https://doi.org/10.1080/02607476.2020.1799709

FLORES, M. A. et al. Online learning, perceived difficulty and the role of feedback in COVID-19 times. Research in Post-Compulsory Education, Londres, v. 29, n. 2, p. 324-344, 2024. https://doi.org/10.1080/13596748.2024.2330784

FLORES, M. A.; SMITH, K. Formação de professores no contexto pós-Covid: lições aprendidas a partir da experiência de formadores de professores. Revista Internacional de Formação de Professores. Itapetininga, n. 7, p. e022013. https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/799

GONZÁLEZ, C.; PONCE, D.; FERNÁNDEZ, V. Teachers’ experiences of teaching online during COVID-19: implications for post pandemic professional development. Education Tech Research Dev, v. 71, p. 55-78, 2023. https://doi.org/10.1007/s11423-023-10200-9.

KIDD, W.; MURRAY, J. The COVID-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online. European Journal of Teacher Education, Londres, v. 43, n. 4, p. 542-558, 2020. https://doi.org/10.1080/02619768.2020.182048.

LEMAY, D.; DOLECK, T.; BAZELAIS, P. Transition to online teaching during the COVID-19 pandemic. Interactive Learning Environments, Londres, Volume 31, n. 4, p. 2051-2062. 2023. https://doi.org/10.1080/10494820.2021.1871633.

ORHAN, G.; BEYHAN, O. Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during COVID-19 pandemic. Social Sciences and Education Research Review, Constanta, v. 7, p. 18-44, 2020. https://econpapers.repec.org/RePEc:edt:jsserr:v:7:y:2020:i:1:p:8-44

SILVA MONTEIRO, S. (Re)inventar educação escolar no Brasil em tempos da COVID-19. Revista Augustus, Rio de Janeiro, v. 25, n. 51, p. 237-254, 2020. https://doi.org/10.15202/1981896.2020v25n51p237

TRINDADE, S.; CORREIA, J.; HENRIQUES, S. O ensino remoto emergencial na educação básica brasileira e portuguesa: a perspectiva dos docentes. Revista Tempos e Espaços em Educação, São Cristovão, v. 13, n. 32, e-14426, 2020. https://doi.org/10.20952/revtee.v13i32.14426

TRUST, T.; WHALEN, J. Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, Londres, v. 28, n. 2, p. 189-199, 2020.

UNESCO. COVID-19 educational disruption and response. Disponível em: https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures. Acesso em: 29 set. 2020.

VAN DER SPOEL, I.; NOROOZI, O.; SCHUURINK, E.; VAN GINKEL, S. Teachers’ online teaching expectations and experiences during the Covid-19 pandemic in the Netherlands. European Journal of Teacher Education, Londres, v. 43, n. 4, p. 623-638, 2020. https://doi.org/10.1080/02619768.2020.1821185

SCULL, N.; PHILLIPS, M.; SHARMA, U.; GARNIER, K. Innovations in teacher education at the time of COVID-19: an Australian perspective. Journal of Education for Teaching, Londres, v. 46, n. 4, p. 497-506, 2020. https://doi.org/10.1080/02607476.2020.1802701

SEPULVEDA-ESCOBAR, P.; MORRISON, A. Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, Londres, v. 43, n. 4, p. 587-607, 2020. https://doi.org/10.1080/02619768.2020.1820981

MAKIPAA, T.; HAHL, K.; LUODONPAA-MANNI, M. Teachers’ perceptions of assessment and feedback practices in Finland’s foreign language classes during the Covid-19 pandemic. CEPS Journal, Ljubljana, v. 11, p. 219-240, 2021. https://doi.org/10.26529/cepsj.1108.

YAKIMOVA, S. et al. Métodos de avaliação de aprendizagem remota implementados durante a COVID-19: uma revisão abrangente. Revista on line de Política e Gestão Educacional, Araraquara, v. 27, n. 00, p. e023059, 2023. https://doi.org/10.22633/rpge.v27i00.18529.

YANG, M.; OH, Y.; LIM, S.; KIM, T. Teaching with collective resilience during COVID-19: Korean teachers and collaborative professionalism. Teaching and Teacher Education, v. 126, 2023. https://doi.org/10.1016/j.tate.2023.104051

Downloads

Published

2024-12-05

How to Cite

PEREIRA, D.; FERNANDES, E.; FLORES, M. A. Portuguese Teachers’ Experience During the Pandemic: Lessons Learned and Changes to be Done. Revista Internacional de Formação de Professores, Itapetininga, p. e024020, 2024. Disponível em: https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/1998. Acesso em: 18 dec. 2024.

Issue

Volume 9, 2024 – publicação Contínua

Section

Artigos

License

Copyright (c) 2024 Revista Internacional de Formação de Professores

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.