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Autor/inn/en | Baptista, Mónica; Costa, Estela; Martins, Iva |
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Titel | Science teachers' practices during the pandemic in Portugal. Paralleltitel: Prakse uciteljev naravoslovja med pandemijo na Portugalskem. |
Quelle | In: CEPS journal, 13 (2023) 2, S. 31-56Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2232-2647 |
DOI | 10.25656/01:26892 10.26529/cepsj.1143 |
URN | urn:nbn:de:0111-pedocs-268921 |
Schlagwörter | Inhaltsanalyse; Interview; Digitale Medien; Medienkompetenz; Lehrer; Lehrerrolle; Hausunterricht; Computerunterstützter Unterricht; COVID-19; Pandemie; Naturwissenschaftlicher Unterricht; Reflexion (Phil); Fernunterricht; Professionalität; Portugal |
Abstract | This paper aims to examine how science teachers adapted their practices to the context of the Covid-19 pandemic and what they learned during the period of confinement. The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers' individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers' role in crisis management, such as during the Covid-19 pandemic. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2024/1 |