Teacher education in times of Covid-19 pandemic in Portugal
National, institutional and pedagogical responses
Dados Bibliográficos
| ID | 21494632 |
|---|---|
| Autores | Maria Assunção Flores (0000-0002-4698-7483, University of Minho, autor correspondente), Monica Gago (0000-0002-3109-8915, Universidade do Porto) |
| Ano | 2020 |
| Volume | 46 |
| Fascículo | 4 |
| Páginas | 507-516 |
| Data de publicação | 2020-08-07 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Identificadores do periódico | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2020.1799709 |
| OpenAlex | W3045749111 |
| Idioma | EN |
| Citações recebidas | 98 |
| Referências citadas | 7 |
This paper focuses on the national, institutional and pedagogical responses as a result of the closure of schools and universities in March 2020 in Portugal. It includes a brief description and analysis of the initiatives and responses to the crisis as well as the difficulties, the challenges and the opportunities. The paper concludes with the discussion of the implications for teaching and teacher education in such uncertain times, particularly in regard to the role of practice as well as issues of mentoring within the context of a practicum as a ‘real practice’ versus ‘an ideal(ised) practice’
2019-20 coronavirus outbreak · Geography · Higher education · Pandemic · Pedagogy · Political science · Practicum · Sociology · Teacher education · COVID-19 and Mental Health · Education Practices and Challenges · Medicine · Resilience and Mental Health · Virology
Paraguayan Students’ Adaptation to Emergency Remote Education due to Covid-19
Undergraduate Translation Students’ Perceptions of Online Learning during the Covid-19 Pandemic
Construção de práticas pedagógicas na educação básica em tempos de pandemia
Indagación narrativa y construcción de identidades docentes
Lógicas de ação docente em tempos de pandemia
Trajetória sociopolítica do intérprete de língua gestual portuguesa
Teaching foreign languages in higher education during the corona crisis
Experienced EFL teachers switching to online teaching
Remaining motivated despite the limitations
A Creativity Education Model for Coastal Communities Amid the Covid-19 Pandemic
Reading in Covid-19 Pandemic Times
Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools
The Educational Community in the Face of Covid-19. Discursive Analysis on Vulnerability and Education
Competency of early childhood teacher educators
Reflections on Disrupted Identities and the Possible Agency of Teacher Educators
Suggestıng an onlıne practıcum model on an exploratıon of the learnıng gaıns ın an EFL remote teachıng practıce course
Phenomenological inquiry of higher education institutions' (HEIs) online experiences
Adapting or Changing
Responding to change
Ensino on-Line Em Período De Confinamento
Professores em tempos de ensino remoto de emergência
Transitar para um ensino remoto emergencial
“The world’s in crisis… and us?” Teacher training in a collectivist society during the Covid-19
Teacher candidates’ experiences of emergency remote assessment during Covid-19
Challenges of online teaching and adaptation strategies among Iranian female teachers during the Covid-19 pandemic
Distance learning and its efficiency among teachers of private schools during the Covid-19 pandemic in Western Amman, Jordan
Shaping Leadership
The online teaching of the performing arts in higher education in a context of confinement as a creativity challenge
Teaching in Times of Covid-19
The effects of teacher–student reciprocity on students’ sense of belonging to the university; a moderated mediation model
An experimental study on the influence of instructional mobile applications in enhancing listening comprehension of rural students in India
Burnout and technostress during the Covid-19 pandemic
Educators by proxy
Exploring internet inclusivity and effectiveness of e-learning initiatives during the pandemic – a comparative analysis
Suitability assessments in teacher education during and post the Covid-19 pandemic – an impact on professional development
Lockdown Learning
Staff Sars-CoV-2 Seroprevalence and Mental Health as Key Factors in University Response to Covid-19 Pandemic
Fostering Computational Thinking Skills
Emergency Remote Teaching and Learning in Portugal
The Perceptions of Student Teachers of Online Pedagogical Courses and Assessment Practices in Finnish Subject Teacher Education
The Impact of Online Video-Based Teacher Professional Development on Instructional Practices and Student Achievement in Biology
Teacher Education during the Covid-19 Lockdown
Reflections on Distance in Remote Placement Supervision
Portuguese Primary and Secondary Education in Times of Covid-19 Pandemic
Democratisation and Educational Inclusion during Lockdown Times
Effects of Emergency Distance Education on Teacher Training Process in Turkey
Secondary Mathematics Teachers’ Perception of Their Readiness for Emergency Remote Teaching during the Covid-19 Pandemic
When the Invisible Makes Inequity Visible
Learning Scenario to Promote Comprehension of the Meaning of Subtraction
Examining the effects of the Covid-19 pandemic and professional development on teachers’ grade repetition beliefs and practice
Education for sustainable development amidst Covid-19 pandemic
Investigating pedagogical challenges of mobile technology to English teaching
Higher education student engagement in times of pandemic
Covid-19 and education
Exploring trans-generational and trans-institutional learning
An investigation of emergency virtual observation (EVO) in initial teacher education, in Australia and Ireland during the Covid-19 pandemic
Lockdown lessons learned. Reconceptualising a Sociology of Education module in ITE using a TPACKframework, optimising pedagogy, enhancing student outcomes through the provision of inclusive and accessible opportunities for learning
Covid-19 pandemic lockdowns and distance education in Australia
Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic
Rethinking teacher education in/for challenging times
The Covid-19 pandemic and its effects on teacher education in England
Exploring the impact of an online learning community to support student teachers on school placement
We’re all struggling’
Reimagining teacher education in Singapore for a changing international landscape
The Covid-19 pandemic and its effects on teacher education
Online teaching placement during the Covid-19 pandemic in Chile
Connecting research and professionalism in teacher education
Covid-19 and teacher education
Exploring teacher educators’ post-pandemic intention to teach online in mainland China
Online teaching and learning practices in teacher education after Covid-19
Disorienting dilemmas and transformative learning for school placement teacher educators during Covid-19
Collaborative self-study in higher education
Social competences in pre-service education
Rupture as generative of professional agency
Measuring EFL teachers’ teaching anxiety in the online teaching environment
Teacher Habitus in Transition
Lessons learned from Covid-19 pandemic to improve project/service-based learning approaches
Stakeholder Perspectives on the School Experiences of Students With Traumatic Brain Injury
Burnout, Engagement, and Resilience During the Covid ‐19 Lockdown
Portuguese higher education students’ adaptation to online teaching and learning in times of the Covid-19 pandemic
The development and impact of teachers’ collective agency during Covid-19
Sustainability of the Spanish university system during the pandemic caused by Covid-19
Emergency education effects on teacher abilities and motivation to use digital technologies
Engagement of Higher Education Students in Live Online Classes
Public management in the Covid-19 pandemic
Impact of Faculty and Student Readiness on Virtual Learning Adoption amid Covid-19
Local Pedagogical History in Training Bachelors of Education
Impact of a teacher-training Mooc on the Pedagogy of Death during the pandemic
The effect of blended learning on 21st-Century skills and academic success in education of physical education teachers
Development of 21st century skills through virtual exchange
Perspectives of EFL teacher trainers and pre-service teachers on continued mandatory distance education during the pandemic
Exploring livestream English teaching anxiety in the Chinese context
Coping with Teacher Professional Identity Tensions
When There’s No Handbook
Utilizing Dematel for Value-Embedded e-Learning during the Covid-19 Pandemic
Teaching with Technology during Covid-19 Pandemic
Teacher training in times of pandemic
Teaching Practicum During Covid-19
| Obras citantes distintas | 98 |
|---|---|
| Citações por ano | 16,33 |
| Intervalo de citações | 2020 - 2026 (7) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 89 |