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Teacher training as a starting point to support the initial challenges of emergency remote learning - case study

2021-09Comunicação em conferência Acesso restrito
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datacite.subject.fosCiências Naturais::Ciências da Computação e da Informação
datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg04:Educação de Qualidade
datacite.subject.sdg08:Trabalho Digno e Crescimento Económico
datacite.subject.sdg10:Reduzir as Desigualdades
dc.contributor.authorPereira, Isabel
dc.contributor.authorFerreira, Joana
dc.contributor.authorFrancisco, Manuela
dc.contributor.authorRodrigues, Carina
dc.contributor.authorEsperança, Cláudio
dc.contributor.authorMineiro, Joana
dc.contributor.authorPedro, Sónia
dc.contributor.authorMaximiano, Catarina
dc.contributor.authorAlmeida, Miguel
dc.date.accessioned2026-01-20T18:37:39Z
dc.date.available2026-01-20T18:37:39Z
dc.date.issued2021-09
dc.descriptionJoana Filipa Laranjeira Neves Ferreira - Scopus ID: 57339018000 Sónia Pedro da Silva - Scopus ID: 57338973500 Catarina Isabel Silva Maximiano - Scopus ID: 36662330600 Almeida, Miguel - Scopus ID: 57339039700
dc.descriptionConference name - 23rd International Symposium on Computers in Education, SIIE 2021; Conference date - 22 September 2021 - 24 September 2021; Conference code - 173315
dc.descriptionEISBN - 978-166544024-0
dc.description.abstractThe COVID-19 Pandemic affected institutions, students, and faculty around the world. As if it wasn't already evident that technologies were gaining more space on the educational policy agenda, the decision by governments to close educational institutions made it imperative to move to online using distance learning strategies, mainly technological solutions. In this paper, we analyzed an online course created to help Portuguese teachers from different educational levels. This course aimed to support teachers transitioning from face-to-face to online and provide them with an experience as distance student. The information shared by participants, as well as satisfaction questionnaire allowed us to realize two things. On one hand, that the difficulties experienced in Portugal are similar to those identified in previous studies, on the other hand to identify specific needs by education level. We conclude that pedagogical training on distance learning methodologies and hybrid contexts is emerging, should be continued and should integrate governments and educational institutions' strategy.eng
dc.description.sponsorshipEste trabalho é financiado por fundos nacionais através da FCT – Fundação para a Ciência e a Tecnologia, I.P., no âmbito do projeto UIDB/05507/2020.
dc.identifier.citationI. Pereira et al., "Teacher training as a starting point to support the initial challenges of emergency remote learning - case study," 2021 International Symposium on Computers in Education (SIIE), Malaga, Spain, 2021, pp. 1-6, doi: https://doi.org/10.1109/SIIE53363.2021.9583660.
dc.identifier.doi10.1109/siie53363.2021.9583660
dc.identifier.isbn978-166544024-0
dc.identifier.isbn978-1-6654-4025-7
dc.identifier.urihttp://hdl.handle.net/10400.8/15430
dc.language.isoeng
dc.peerreviewedyes
dc.publisherIEEE Canada
dc.relationCentre for Studies in Education and Innovation
dc.relation.hasversionhttps://ieeexplore.ieee.org/document/9583660
dc.relation.ispartof2021 International Symposium on Computers in Education (SIIE)
dc.rights.uriN/A
dc.subjectcovid-19
dc.subjecttraining
dc.subjectlearning
dc.subjectteachers
dc.titleTeacher training as a starting point to support the initial challenges of emergency remote learning - case studyeng
dc.typeconference paper
dspace.entity.typePublication
oaire.awardTitleCentre for Studies in Education and Innovation
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F05507%2F2020/PT
oaire.citation.conferenceDate2021-09
oaire.citation.conferencePlaceMalaga, Spain
oaire.citation.titleSIIE 2021 - 2021 International Symposium on Computers in Education
oaire.fundingStream6817 - DCRRNI ID
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNamePereira
person.familyNameFrancisco
person.familyNamerodrigues
person.familyNameEsperança
person.familyNameMineiro
person.givenNameIsabel
person.givenNameManuela
person.givenNamecarina
person.givenNameCláudio
person.givenNameJoana
person.identifier.ciencia-id3917-696A-3DB5
person.identifier.ciencia-idED14-64DB-4165
person.identifier.ciencia-id6718-8191-0B5E
person.identifier.orcid0000-0001-6688-5479
person.identifier.orcid0000-0002-4507-7859
person.identifier.orcid0000-0002-5346-7929
person.identifier.orcid0000-0002-1674-2100
person.identifier.orcid0000-0002-3133-608X
person.identifier.scopus-author-id57195635835
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
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The COVID-19 Pandemic affected institutions, students, and faculty around the world. As if it wasn't already evident that technologies were gaining more space on the educational policy agenda, the decision by governments to close educational institutions made it imperative to move to online using distance learning strategies, mainly technological solutions. In this paper, we analyzed an online course created to help Portuguese teachers from different educational levels. This course aimed to support teachers transitioning from face-to-face to online and provide them with an experience as distance student. The information shared by participants, as well as satisfaction questionnaire allowed us to realize two things. On one hand, that the difficulties experienced in Portugal are similar to those identified in previous studies, on the other hand to identify specific needs by education level. We conclude that pedagogical training on distance learning methodologies and hybrid contexts is emerging, should be continued and should integrate governments and educational institutions' strategy.
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