Teachers in times of emergency remote teaching A focus on teaching and relationships
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The abrupt schools closure during the first COVID-19 pandemic wave challenged teachers to rapidly reorganize their educational activities. The changes demanded an increased integration of technologies in teaching and led to sudden transformations of the social and pedagogical relationships. If the accentuation of pre-existing inequalities amongst students became immediately evident, it was less clear how inequalities amongst teachers affected their move to emergency remote teaching. This paper presents and discusses the perceptions and experiences of Portuguese teachers of the effects of this move, drawing from an online survey completed by 675 teachers between 11 and 31 May 2020. Teachers perceived positive effects of the move to emergency remote teaching in the quality of their teaching and on their relationships with students, families and peers, with some differences emerging between teachers from rural and urban areas. Satisfying opportunities for professional development and support during the transition period were crucial to more positive perceptions and experiences.
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