Abstract
This integrative literature review study investigates elementary school teachers’ experiences in Emergency Remote and/or Hybrid Education arising from COVID-19 and comprehend the consequences, challenges and opportunities from teachers` perspective. The corpus of the research includes eleven articles in English, Portuguese and Spanish published between March 2020 and September 2021, accessed through Scopus database. The results point out that most authors do not specify their theoretical basis of field analysis, use questionnaires as research tools, and conduct a thematic analysis of the data. About the reported challenges, most of the teachers identified great difficulty in interaction and communication with the students, however, they also reported that the reconfiguration of the teaching-learning process in Remote Education resulted in new opportunities to change the methodologies and didactics. In some studies, the participants affirm that the changes resulting from the crisis shaped new teaching practices, which need renovation in order to face the demands of the new educational and social scenario post-pandemic.
Presenters
Ana Laura Brasil PeraltaStudent, Masters, UnB, Brazil Wilsa Maria Ramos
Student, PHD - Devolopmental Psychology, Universidade de Brasília, Distrito Federal, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Teaching Actions, Emergency Remote Education or Hybrid, Integrative Review
