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Article

Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges

1
Centro de Investigação e Estudos de Sociologia (CIES-Iscte), Iscte—Instituto Universitário de Lisboa/Universidade Aberta (UAb), 1649-026 Lisboa, Portugal
2
Centro de Investigação e Estudos de Sociologia (CIES-Iscte), Iscte—Instituto Universitário de Lisboa, 1649-026 Lisboa, Portugal
3
Centro de Estudos Interdisciplinares, Faculdade de Letras (DHEEAA), Universidade de Coimbra, 3000-186 Coimbra, Portugal
*
Author to whom correspondence should be addressed.
Academic Editors: Jose Ángel Martínez-López, Cristina Lázaro-Pérez, José Gómez Galán and Diego Vergara
Educ. Sci. 2021, 11(9), 542; https://doi.org/10.3390/educsci11090542
Received: 30 July 2021 / Revised: 8 September 2021 / Accepted: 9 September 2021 / Published: 15 September 2021
(This article belongs to the Special Issue Media Education and Digital Literacy)
The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality. View Full-Text
Keywords: teachers; training; technologies; COVID-19; pedagogy; challenges teachers; training; technologies; COVID-19; pedagogy; challenges
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MDPI and ACS Style

Henriques, S.; Correia, J.D.; Dias-Trindade, S. Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges. Educ. Sci. 2021, 11, 542. https://doi.org/10.3390/educsci11090542

AMA Style

Henriques S, Correia JD, Dias-Trindade S. Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges. Education Sciences. 2021; 11(9):542. https://doi.org/10.3390/educsci11090542

Chicago/Turabian Style

Henriques, Susana, Joana D. Correia, and Sara Dias-Trindade. 2021. "Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges" Education Sciences 11, no. 9: 542. https://doi.org/10.3390/educsci11090542

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