Cargando…
Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time?
The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdow...
Autores principales: | , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9360795/ https://www.ncbi.nlm.nih.gov/pubmed/35959030 http://dx.doi.org/10.3389/fpsyg.2022.963367 |
_version_ | 1784764403392970752 |
---|---|
author | Alves, Diana Marques, Sofia Cruz, Joana Mendes, Sofia Abreu Cadime, Irene |
author_facet | Alves, Diana Marques, Sofia Cruz, Joana Mendes, Sofia Abreu Cadime, Irene |
author_sort | Alves, Diana |
collection | PubMed |
description | The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report questionnaire was filled by 144 parents of third grade students. The results show that, between the two lockdowns, there was a significant decrease in the amount of support provided at home to school assignments and activities, as well as in the amount of time spent by students in TV broadcasted lessons and in reading training supported by the family. Inversely, families reported a significant increase in the amount of time spent by students in independent reading activities and in the time spent in training reading guided by teachers. The number of synchronous lessons with a teacher and the number of times students trained reading during a synchronous lesson also increased in the second lockdown. Additionally, in the second lockdown, parents perceived synchronous lessons to be more effective at improving their child's reading skills and perceived themselves as more capable of supporting their child in reading acquisition. These findings are used to discuss school responses and remote teaching and learning practices during the COVID-19 pandemic. |
format | Online Article Text |
id | pubmed-9360795 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-93607952022-08-10 Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? Alves, Diana Marques, Sofia Cruz, Joana Mendes, Sofia Abreu Cadime, Irene Front Psychol Psychology The COVID-19 pandemic challenged countries, regions, schools, and individuals. School closures due to lockdowns forced changes in the teaching practices and the learning support provided to children at home. This study aimed to provide insights on the changes between the first and the second lockdowns in Portugal, concerning remote teaching practices and family support to children's education. A self-report questionnaire was filled by 144 parents of third grade students. The results show that, between the two lockdowns, there was a significant decrease in the amount of support provided at home to school assignments and activities, as well as in the amount of time spent by students in TV broadcasted lessons and in reading training supported by the family. Inversely, families reported a significant increase in the amount of time spent by students in independent reading activities and in the time spent in training reading guided by teachers. The number of synchronous lessons with a teacher and the number of times students trained reading during a synchronous lesson also increased in the second lockdown. Additionally, in the second lockdown, parents perceived synchronous lessons to be more effective at improving their child's reading skills and perceived themselves as more capable of supporting their child in reading acquisition. These findings are used to discuss school responses and remote teaching and learning practices during the COVID-19 pandemic. Frontiers Media S.A. 2022-07-26 /pmc/articles/PMC9360795/ /pubmed/35959030 http://dx.doi.org/10.3389/fpsyg.2022.963367 Text en Copyright © 2022 Alves, Marques, Cruz, Mendes and Cadime. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Alves, Diana Marques, Sofia Cruz, Joana Mendes, Sofia Abreu Cadime, Irene Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? |
title | Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? |
title_full | Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? |
title_fullStr | Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? |
title_full_unstemmed | Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? |
title_short | Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time? |
title_sort | remote teaching practices and learning support during covid-19 lockdowns in portugal: were there changes across time? |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9360795/ https://www.ncbi.nlm.nih.gov/pubmed/35959030 http://dx.doi.org/10.3389/fpsyg.2022.963367 |
work_keys_str_mv | AT alvesdiana remoteteachingpracticesandlearningsupportduringcovid19lockdownsinportugalweretherechangesacrosstime AT marquessofia remoteteachingpracticesandlearningsupportduringcovid19lockdownsinportugalweretherechangesacrosstime AT cruzjoana remoteteachingpracticesandlearningsupportduringcovid19lockdownsinportugalweretherechangesacrosstime AT mendessofiaabreu remoteteachingpracticesandlearningsupportduringcovid19lockdownsinportugalweretherechangesacrosstime AT cadimeirene remoteteachingpracticesandlearningsupportduringcovid19lockdownsinportugalweretherechangesacrosstime |