Publication
Being a teacher in a time of pandemic
| dc.contributor.author | Bonifácio, Evangelina | |
| dc.contributor.author | Carvalho, Luísa | |
| dc.contributor.author | Marchão, Amélia | |
| dc.contributor.author | Ratero, Álvaro Nieto | |
| dc.contributor.author | Rebola, Fernando | |
| dc.date.accessioned | 2024-02-16T09:59:06Z | |
| dc.date.available | 2024-02-16T09:59:06Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | This study was conducted in the context of the COVID-19 pandemic and, more specifically, within the research project ‘Teaching and Learning in Times of COVID-19: Teachers’ and Students’ Perceptions in Cross-border Regions’. This study—conducted in Portugal—intended to diagnose the perceptions of basic education teachers and students regarding distance learning (D@L), considering a wide range of variables. This study was developed based on a multi-perspective approach, and data were collected via questionnaire surveys with open- and close-ended questions. In this study, we only intend to understand teachers’ perceptions and, more specifically, issues pertaining to teaching professionalism. The results reflect teachers’ perceptions of the transformations and challenges of D@L, the affirmation and recognition, and the ethical and deontological issues associated with the teaching profession following the educational changes imposed by the pandemic. More concretely, they suggest that D@L was accompanied by transformations or challenges that led to the reconfiguration of teaching and learning processes and contributed to the professional development of the study participants. However, the response trends differed because D@L has enabled the affirmation and social recognition of the teaching profession and raises ethical and deontological questions regarding the participants’ professionalism. | pt_PT |
| dc.description.sponsorship | There was no financial support for conducting this study. This article was supported by national funds through the Fundação para a Ciência e a Tecnologia, I.P (Portuguese Foundation for Science and Technology). through the project UIDB/05064/2020 (VALORIZA – Research Centre for Endogenous Resource Valorization). | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Bonifácio, Evangelina; Carvalho, Luísa; Marchão, Amélia; Ratero, Álvaro Nieto; Rebola, Fernando (2023). Being a teacher in a time of pandemic. Heliyon. ISSN 2405-8440. 9:11, p. 1-11 | pt_PT |
| dc.identifier.doi | 10.1016/j.heliyon.2023.e22069 | pt_PT |
| dc.identifier.issn | 2405-8440 | |
| dc.identifier.uri | http://hdl.handle.net/10198/29495 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Elsevier | pt_PT |
| dc.relation | Research Center for Endogenous Resource Valorization | |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | pt_PT |
| dc.subject | Teaching professionalism | pt_PT |
| dc.subject | Distance learning | pt_PT |
| dc.subject | Pandemic times | pt_PT |
| dc.title | Being a teacher in a time of pandemic | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.awardTitle | Research Center for Endogenous Resource Valorization | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05064%2F2020/PT | |
| oaire.citation.endPage | 11 | pt_PT |
| oaire.citation.issue | 11 | pt_PT |
| oaire.citation.startPage | 1 | pt_PT |
| oaire.citation.title | Heliyon | pt_PT |
| oaire.citation.volume | 9 | pt_PT |
| oaire.fundingStream | 6817 - DCRRNI ID | |
| person.familyName | Bonifácio | |
| person.givenName | Evangelina | |
| person.identifier.ciencia-id | E116-4721-CAF6 | |
| person.identifier.orcid | 0000-0001-5556-3984 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
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