Science Teachers' Practices during the Pandemic in Portugal

Autor/inn/en	Baptista, Mónica; Costa, Estela; Martins, Iva
Titel	Science Teachers' Practices during the Pandemic in Portugal
Quelle	In: Center for Educational Policy Studies Journal, 13 (2023) 2, S.31-56 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Science Teachers; Science Instruction; COVID-19; Pandemics; Teacher Attitudes; Adjustment (to Environment); Educational Technology; Distance Education; Online Courses; School Closing; Technological Literacy; Teacher Role; Crisis Management; Secondary School Science; Secondary School Teachers; Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Technisches Wissen; Lehrerrolle; Krisenmanagement
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. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01