Battling to keep education going: Chilean and Portuguese teacher experiences in COVID-19 Times

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Ensinar em tempos de COVID-19: um estudo com professores dos ensinos básico e secundário em Portugal

Maria Assunção Flores Fernandes et al.

Revista Portuguesa de Educacao (2021)

Article Education & Educational Research

Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being

Regina Alves et al.

Summary: The majority of Portuguese teachers had a moderately positive perception of well-being during the COVID-19 pandemic, but their perception of professional well-being decreased due to the pandemic. Length of service, perceptions of teaching difficulties, and future perspectives were identified as predictors of teachers' professional well-being.

IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION (2021)

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Article Education & Educational Research

Teachers' perspective on school development at German vocational schools during the Covid-19 pandemic

Jan Delcker et al.

Summary: During the Covid-19 pandemic, teachers at vocational schools faced challenges in the process of digitalisation in school development, particularly related to intrapersonal prerequisites for teaching with technology, changes in learning and teaching attitudes, and preconditions concerning schools as part of a learning organisation. The main coping strategies included having a clear agenda set by school leadership, reliable technological infrastructure, and teachers' willingness to utilize digital teaching methods.

TECHNOLOGY PEDAGOGY AND EDUCATION (2021)

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Article Education & Educational Research

The educational response to Covid-19 across two countries: a critical examination of initial digital pedagogy adoption

Christine Greenhow et al.

Summary: Through the lens of activity theory, the authors examined the educational responses to remote learning during the Covid-19 pandemic in the United States and the United Kingdom, identifying tensions between digital pedagogy, system rules, and teachers' digital skills that influenced students' experiences. As a result, parental responsibility for managing children's learning increased and digital equity issues persisted, disadvantaging students from low-income families. The UK demonstrated more coordinated national educational policy system responses compared to the US.

TECHNOLOGY PEDAGOGY AND EDUCATION (2021)

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Article Education & Educational Research

Covid-19 and Crisis-Promted Distance Education in Sweden

Nina Bergdahl et al.

Summary: This study investigates the transition from traditional teaching to distance teaching in Swedish schools due to covid-19. Results show challenges in preparedness and implementation of distance education, particularly in the lack of pedagogical strategies and technical readiness.

TECHNOLOGY KNOWLEDGE AND LEARNING (2021)

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Review Education & Educational Research