PROFESSIONAL CHALLENGES IN  EDUCATION REMOTE TEACHING DURING THE COVID-19 PANDEMIC

Cristina  Zukowsky Tavares; Thiago  da Silva Gusmão Cardoso; Derson  Lopes Jr; Martha  Prata Linhares

Cristina Zukowsky Tavares CENTRO UNIVERSITARIO ADVENTISTA DE SÃO PAULO https://orcid.org/0000-0002-8137-3962
Thiago da Silva Gusmão Cardoso Universidade Federal de São Paulo/ UNIFESP https://orcid.org/0000-0001-9313-5219
Derson Lopes Jr Universidade Estadual de Campinas/UNICAMP https://orcid.org/0000-0002-2391-8733
Martha Prata Linhares Universidade Federal do Triângulo Mineiro https://orcid.org/0000-0003-0114-3532

Resumo

The purpose of this investigation was to analyze professional challenges faced by Brazilian teachers teaching remotely in the context of the COVID-19 pandemic.The quantitative method was applied via Multiple Logistic Regression, using the 15.0 version of the Stata Software. The study was conducted with 258 education professionals working from home. A significant number of teachers described themselves as being unprepared to cope with remote teaching (26.8%). A greater percentage stated their enthusiasm for learning new technologies (70.2%), despite an increased workload (77.5%); still, 61.4% indicated that student absence had increased. The impact of the new working conditions on the participating teachers’ performance revealed to be attenuated by such variables as educational level; pleasant work environment, including flexibility and well-being; tolerance to meetings and training sessions; perception of productivity; and professional identity. The results indicate that post-pandemic educational policies should foster participation as well as consider inequalities and issues of access to information and communications technologies, with attention to vulnerable groups of students and the necessary professional enhancement and appreciation of teachers.

Biografia do Autor

Cristina Zukowsky Tavares, CENTRO UNIVERSITARIO ADVENTISTA DE SÃO PAULO

Doutora em Educação: Currículo, Centro Universitário Adventista de São Paulo/UNASP.

Thiago da Silva Gusmão Cardoso, Universidade Federal de São Paulo/ UNIFESP

Doutor em Educação e Saúde da Criança e Adolescente, Universidade Federal de São Paulo/ UNIFESP e Centro Universitário Adventista de São Paulo /UNASP.

Derson Lopes Jr, Universidade Estadual de Campinas/UNICAMP

Doutor em Administração, Universidade Estadual de Campinas/UNICAMP e Faculdade Adventista da Amazônia/FAAMA.

Martha Prata Linhares, Universidade Federal do Triângulo Mineiro

Doutora em Educação: Currículo, Universidade Federal do Triângulo Mineiro.

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