Emergency Remote Teaching and Learning and Teachers’ Digital Competence

Emergency Remote Teaching and Learning and Teachers’ Digital Competence

The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceive...

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Autores principales: Seabra, Filipa, Aires, Luísa, Abelha, Marta, Teixeira, António
格式: Online
語言:eng
spa
出版: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
在線閱讀:https://redie.uabc.mx/redie/article/view/5663
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spelling redie-article-56632024-03-01T21:57:41Z Emergency Remote Teaching and Learning and Teachers’ Digital Competence Enseñanza y aprendizaje remoto de emergencia y las competencias digitales del profesorado Seabra, Filipa Aires, Luísa Abelha, Marta Teixeira, António teachers primary education secondary education teacher qualifications docente escuela primaria escuela secundaria competencias del docente The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education. Los retos planteados por la pandemia de COVID-19 han obligado a una rápida movilización de las escuelas hacia las prácticas de enseñanza y aprendizaje remoto de emergencia (EARE) y las competencias digitales de los profesores han sido esenciales en este contexto. El presente estudio tiene por objetivo identificar las prácticas de EARE adoptadas en Portugal y la manera en que éstas fueron percibidas por profesores de alumnos de entre 3 y 18 años de edad. Se recopilaron datos a través de un cuestionario aplicado en línea en abril y mayo de 2020 a 329 profesores. La EARE se percibió como una oportunidad para el desarrollo de las competencias digitales tanto de los propios profesores como de sus alumnos. Los profesores valoraron el proceso de manera moderadamente positiva y manifestaron una experiencia de sobrecarga de trabajo. Las prácticas pedagógicas aplicadas por los profesores durante este periodo fueron variadas y diferían según el sexo, la autoevaluación de la competencia digital y el nivel educativo impartido. Los resultados señalan la importancia de la formación docente continua para lograr una educación a distancia de calidad. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-12-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip audio/mpeg https://redie.uabc.mx/redie/article/view/5663 10.24320/redie.2023.25.e29.5663 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-16 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-16 1607-4041 eng spa https://redie.uabc.mx/redie/article/view/5663/2470 https://redie.uabc.mx/redie/article/view/5663/2471 https://redie.uabc.mx/redie/article/view/5663/2498 https://redie.uabc.mx/redie/article/view/5663/2478 https://redie.uabc.mx/redie/article/view/5663/2484 Derechos de autor 2023 Filipa Seabra, Luísa Aires, Marta Abelha, António Teixeira https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language eng
spa
format Online
author Seabra, Filipa
Aires, Luísa
Abelha, Marta
Teixeira, António
spellingShingle Seabra, Filipa
Aires, Luísa
Abelha, Marta
Teixeira, António
Emergency Remote Teaching and Learning and Teachers’ Digital Competence
author_facet Seabra, Filipa
Aires, Luísa
Abelha, Marta
Teixeira, António
author_sort Seabra, Filipa
title Emergency Remote Teaching and Learning and Teachers’ Digital Competence
title_short Emergency Remote Teaching and Learning and Teachers’ Digital Competence
title_full Emergency Remote Teaching and Learning and Teachers’ Digital Competence
title_fullStr Emergency Remote Teaching and Learning and Teachers’ Digital Competence
title_full_unstemmed Emergency Remote Teaching and Learning and Teachers’ Digital Competence
title_sort emergency remote teaching and learning and teachers’ digital competence
description The challenges posed by the COVID-19 pandemic forced schools to quickly mobilize toward emergency remote teaching and learning (ERTL) practices. Teachers’ digital competences were essential in this context. This study aims to identify the ERTL practices adopted in Portugal and how they were perceived by teachers of students aged 3 to 18. Data were gathered through a questionnaire administered online during April and May 2020 to 329 teachers. ERTL was perceived as an opportunity to develop their own and their students’ digital competences. Teachers expressed a moderately positive view of the process and reported an experience of work overload. The pedagogical practices implemented by teachers during this period were diverse and differed according to gender, self-assessment of digital competence, and level of education taught. Results point to the importance of continued teacher training to achieve quality distance education.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/5663
_version_ 1797332390435094528

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