Ensinar em tempos de COVID-19: um estudo com professores dos ensinos básico e secundário em Portugal

Maria Assunção Flores Fernandes; Eusébio André  Machado; Maria Palmira Alves; Diana Aguiar Vieira

doi:10.21814/rpe.21108

Autores

Maria Assunção Flores Fernandes Universidade do Minho https://orcid.org/0000-0002-4698-7483
Eusébio André Machado Universidade Portucalense https://orcid.org/0000-0001-5384-9575
Maria Palmira Alves Universidade do Minho https://orcid.org/0000-0002-3108-744X
Diana Aguiar Vieira Instituto Politécnico do Porto https://orcid.org/0000-0002-5191-4457

DOI:

https://doi.org/10.21814/rpe.21108

Palavras-chave:

Ensino, Avaliação, COVID-19, Professores do ensino básico e secundário

Resumo

O presente estudo visou compreender o modo como os professores portugueses se adaptaram aos contextos de ensino à distância face à pandemia da COVID-19. Do ponto de vista metodológico, realizou-se um estudo quantitativo, de natureza extensiva, com o recurso a um inquérito por questionário online, ao qual responderam 2369 professores de todos os níveis de ensino. Os resultados obtidos mostram que os participantes tiveram que lidar com um conjunto complexo de dificuldades relacionado com o trânsito abrupto para um “ensino remoto de emergência”, o que implicou a criação de condições de acesso aos alunos, à reorganização da escola e do trabalho docente, à adaptação do processo de ensino e aprendizagem e ao domínio de diversas plataformas e ferramentas para interagir com os alunos. Embora prevaleça uma perceção positiva da capacidade das escolas e dos professores, sobretudo na valorização de recursos endógenos e da colegialidade, ressaltam os efeitos de sobrecarga de trabalho, stress, ansiedade e esgotamento, bem como a incapacidade de garantir uma resposta universal e inclusiva.

Downloads

Não há dados estatísticos.

Referências

Avalos, B. & Flores, M. A. (2021). School-based teacher collaboration in Chile and Portugal, Compare: A Journal of Comparative and International Education, https://doi.org/10.1080/03057925.2020.1854085.

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior & Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191.

Barras, H. (2020). Évaluer dans l’urgence, en repensant sa planification à l’aide des principes issus de la gestion de crises. Évaluer. Journal international de recherche en éducation et formation. Numéro Hors-série, 1, 17-14.

Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi.

Bubb, S. & Jones, M. A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers, Improving Schools 2020, 23(3) 209–222.

Detroz, P, Tessaro, W. & Younès N. (2020). Évaluer en temps de pandémie. Évaluer. Journal international de recherche en éducation et formation, Numéro Hors-série, 1, 1-3.

Education International (2020). Guiding principles on the COVID-19 pandemic, https://www.ei-ie.org/en/detail/16701/guiding-principles-on-the-covid-19-pandemic.

Esteves, M. (2006). Análise de Conteúdo. In L. Lima & J. A. Pacheco (Eds.), Fazer Investigação. Contributos para a elaboração de dissertação e teses (pp. 105-126). Porto Editora.

Evetts, J. (2009). The management of professionalism: a contemporary paradox. In S. Gewirtz, P. Mahony, I. Hextall, & A. Cribb (Eds.) Changing Teacher Professionalism. International trends, challenges and ways forward (pp. 19-30). Routledge.

Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). (2020). Teaching, Technology, and Teacher Education During the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/216903/.

Flores, M. A. & Gago, M. (2020) Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses, Journal of Education for Teaching, 46(4), 507-516.

Huber, S. G. & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237–270.

Joyce, B. R., Weil, M. & Calhoun, E. (2004). Models of teaching (7.ª edição). Allyn and Bacon.

Judd, J., Rember, B. A., Pellegrini, T., Ludlow, B. & Meisner, J. (2020). This is Not Teaching”: The Effects of COVID-19 on Teachers. https://www.socialpublishersfoundation.org/knowledge_base/this-is-not-teaching-the-effects-of-covid-19-on-teachers/.

König, J., Jäger-Biela, D. J. & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650.

Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 0(0), 1–3. https://doi.org/10.1080/02607476.2020.1755205.

NFER (2020). Schools’ Responses to Covid-19. Pupil engagement in remote learning. https://www.nfer.ac.uk/schools-responses-to-covid-19-pupil-engagement-in-remote-learning/.

Sachs, J. (2016). Teacher professionalism: why are we still talking about it? Teachers and Teaching Theory and practice, 22(4), 413-425.

van der Spoel , I., Noroozi , O., Schuurink, E. & van Ginkel, S. (2020) Teachers’ online teaching expectations and experiences during the COVID-19 pandemic in the Netherlands, European Journal of Teacher Education, 43(4), 623-638.

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055.