Beliefs and Practices About Remote Teaching Processes During the Pandemic: A Study with Chilean Mathematics Teachers

Abstract

This study determines the factors associated with teachers' beliefs and practices during the pandemic. An online instrument designed and implemented for Chilean mathematics teachers, with a total of 423 math teachers participating. The instrument is found psychometrically valid to study teachers' pedagogical-technological beliefs and their remote practices. The results show teachers' high self-efficacy levels regarding the personal use of technology, but moderate selfefficacy in integrating technology in teaching. Moreover, teachers see a much more active role for themselves than for students in online activities. Gender differences were only significant for teaching practices, where the results reported women as more active than men. Teacher age is not recognized as a factor affecting teachers' pedagogical-technological beliefs and their remote practices. Finally, the study confirms a significant influence of socioeconomic context in teachers' beliefs and practices during the pandemic. It recommends that policymakers need to provide adequate resources and knowledge to support teachers in integrating technologies in distance education, especially those working in the public sector.

La enseñanza de las matemáticas desde entornos virtuales: retos y perspectivas en tiempos de pandemia

“…La perspectiva docente valida este uso de la tecnología, reconoce su utilidad y sus beneficios (Saadati et al, 2021); no obstante, también reconoce sus limitaciones en el actual contexto, entre las cuales resaltan la desigualdad educativa, falta de compromiso e interacción de los estudiantes y la necesidad de apoyo de la familia en este proceso Yılmaz et al, 2021). Por lo tanto, se entiende en el texto que los docentes están constantemente aprendiendo mientras planifican y preparan materiales didácticos para las lecciones, lo que les permite desarrollar resiliencia en torno a la educación virtual y el manejo de las TIC (Rosales-Veítia, Alvarado, y Linares, 2021).…”

Teacher Agency in the Pedagogical Uses of ICT: A Holistic Perspective Emanating from Reflexive Practice

“…Furthermore, deeper problems were reported during the pandemic that hindered the transition to the so-called "emergency remote teaching" [24] due to school closures. Among them, we can find inequities in access between urban and rural locations [25] and the need for ICT skills development among teachers and students, especially those related to the ability to evaluate pedagogical uses [26][27][28][29].…”

The unified state examination in mathematics in urban and rural schools: The impact of the 2020-2021 pandemic

“…It also addresses the interplay between family and school in mathematics mastery and communication. Saadati et al (2021) investigate the beliefs and practices of Chilean mathematics teachers regarding remote learning during the pandemic. They reveal high self-efficacy among teachers in personal technology use, contrasted with moderate incorporation of digital tools in teaching.…”

“…By consolidating mathematical analyses of achievement trends with cross-sectional survey perspectives, the study aims to develop a nuanced, contextualized understanding of how this high-stakes mathematics assessment and Russian mathematical education overall is being shaped by the enduring pandemic constraints. Findings can in turn inform pedagogical practices and strategic decisions related to supporting learning continuity and student success across diverse settings both presently and in future crisis situations (Cusi et al, 2023;Saadati et al, 2021).…”

“…Additionally, variations in subjective attitudes can provide valuable insights into how different educational institutions are interpreting these impacts (Gutsu et al, 2020). While existing literature has explored overall challenges in mathematics education wrought by the pandemic (Castro et al, 2020;Doz, 2021;Saadati et al, 2021), analyses differentiated by urban and rural schools remain scarce (Higher School of Economics [HSE], 2020).…”