Emergency Remote Teaching and Learning and Teachers’ Digital Competence

Filipa Seabra; Luísa Aires; Marta Abelha; António Teixeira

doi:10.24320/redie.2023.25.e29.5663

Autores

Filipa Seabra Universidade Aberta https://orcid.org/0000-0003-1690-9502
Luísa Aires Universidade Aberta https://orcid.org/0000-0001-5649-276X
Marta Abelha Universidade Portucalense https://orcid.org/0000-0001-7105-3722
António Teixeira Universidade Aberta https://orcid.org/0000-0002-1339-6548

DOI:

https://doi.org/10.24320/redie.2023.25.e29.5663

Palabras clave:

docente, escuela primaria, escuela secundaria, competencias del docente

Agencias de apoyo:

Fundação Para a Ciência e a 785 Tecnologia, I.P., proyecto UIDB/04372/2020 and UIDP/04372/2020.

Resumen

Los retos planteados por la pandemia de COVID-19 han obligado a una rápida movilización de las escuelas hacia las prácticas de enseñanza y aprendizaje remoto de emergencia (EARE) y las competencias digitales de los profesores han sido esenciales en este contexto. El presente estudio tiene por objetivo identificar las prácticas de EARE adoptadas en Portugal y la manera en que éstas fueron percibidas por profesores de alumnos de entre 3 y 18 años de edad. Se recopilaron datos a través de un cuestionario aplicado en línea en abril y mayo de 2020 a 329 profesores. La EARE se percibió como una oportunidad para el desarrollo de las competencias digitales tanto de los propios profesores como de sus alumnos. Los profesores valoraron el proceso de manera moderadamente positiva y manifestaron una experiencia de sobrecarga de trabajo. Las prácticas pedagógicas aplicadas por los profesores durante este periodo fueron variadas y diferían según el sexo, la autoevaluación de la competencia digital y el nivel educativo impartido. Los resultados señalan la importancia de la formación docente continua para lograr una educación a distancia de calidad.

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