Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 Times

Ávalos, Beatrice; Flores, María Assunção; Araneda, Sebastián

doi:10.1080/13540602.2021.2012758

Cited by 22 publications

(7 citation statements)

References 19 publications

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“…Sense of success among teachers-that is, teachers' perceptions of how successful they are in teaching-is a multidimensional construct that has to do with factors such as administrative, professional, and collegial support; classroom climate; workload; and career development (Ávalos et al, 2021;Corbell et al, 2008). Therefore, due to the dramatic impact of the pandemic on various aspects of schooling at large, it is of no surprise that during COVID-19 ERT teachers' sense of success declined, as evident in a large-scale study of US teachers (Kraft et al, 2021).…”

Section: Sense Of Success In Emergency Remote Teachingmentioning

confidence: 99%

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

et al. 2023

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Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial-albeit not surprising-role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.

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Section: Sense Of Success In Emergency Remote Teachingmentioning

confidence: 99%

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

et al. 2023

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“…This reality would only be corrected by Law-Decree no. 14-B/2021 of 22nd February 2021, almost a year later (Flores et al, 2021;Seabra et al, 2021Seabra et al, , 2022Ávalos et al, 2022). This means that, at the time of data gathering, many parents worked from home while simultaneously caring for their young children.…”

Section: Emergency Remote Teaching and Learning In Portuguese Prescho...mentioning

confidence: 99%

“…This heavy toll was already apparent at such an early stage of ERTL, which some parents also felt had emotional consequences (Heers and Lipps, 2022;Khaled et al, 2022). At the time the results were gathered, parents working from home, regardless of children's ages, could not apply for parental leave, which would later be corrected (Flores et al, 2021;Seabra et al, 2021Seabra et al, , 2022Ávalos et al, 2022). As one parent said, "that is not possible when you are also working, " something that at the time seemed to be missed by the Government.…”

Section: Family Contextmentioning

confidence: 99%

Educators by proxy: Emergency remote teaching and learning in the voice of parents

et al. 2023

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IntroductionThe COVID-19 pandemic led educational systems worldwide to transpose activities planned for face-to-face education to mediated contexts - through what is known as Emergency Remote Teaching and Learning (ERTL). This posed unprecedented challenges to schools, teachers, families, and students. In this context, it was relevant to describe and understand how parents perceived this process, including what challenges to themselves and their children they faced and what advantages they acknowledged in the process. The present study focuses on Portuguese parents’ views on this process.MethodsData were gathered in April and May 2020 through an online questionnaire answered by 184 parents of preschool, basic, and secondary education students (ages 3–18). The present paper presents data from open questions analyzed by deductive and inductive content analysis using MaxQDA.Results and discussionResults evidence three overarching themes: equity, parental labor, and the meaning of school. Parents reveal substantial difficulties juggling the role of proxy educator and parent and point to inequalities - including those concerning very young children, children with disabilities or learning difficulties, students enrolled in professional education, families with insufficient access to technologies, and parents working from home. The school is portrayed as a crucial environment for development, a designated space for learning and caretaking, but also a relational and emotional context. Despite this scenario, parents acknowledge ERTL as having positive aspects and as the possible outlet to keep education going even in extreme situations.

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“…Almost overnight, across school levels and teaching subjects, various forms of delivering instruction emerged, the majority of which saw technological tools take a central stage and often revealed a lack of teachers’ knowledge and skills for using technology for teaching online (Ferri et al, 2020 ; Marshall et al, 2020 ). Initial studies report that inservice teachers encountered technical difficulties, challenges in motivating and engaging students (Ewing & Cooper, 2021 ) and lowered sense of self-efficacy (Ávalos et al, 2022 ; Cardullo et al, 2021 ; Pressley & Ha, 2021 ) frequently leading to negative views towards online teaching during lockdown (DeCoito & Estaiteyeh, 2022 ). Yet the experiences of the pandemic were not only negative: Teachers reported remote teaching to also be related to heightened flexibility and extension of their pedagogical repetoire to include a range of different resources and ways to support learners, which are not possible in physical classrooms (Cardullo et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs

et al. 2023

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COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers’ and learners’ technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers’ knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers’ technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.

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Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 Times

Cited by 22 publications

References 19 publications

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

Educators by proxy: Emergency remote teaching and learning in the voice of parents

The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs

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