dc.contributorUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-28T17:22:22Z
dc.date.accessioned2022-12-20T00:38:34Z
dc.date.available2022-04-28T17:22:22Z
dc.date.available2022-12-20T00:38:34Z
dc.date.created2022-04-28T17:22:22Z
dc.date.issued2021-05-01
dc.identifierRevista Eletronica Pesquiseduca. Santos: Editora Univ Leopoldlanum, v. 13, n. 30, p. 533-552, 2021.
dc.identifier2177-1626
dc.identifierhttp://hdl.handle.net/11449/218666
dc.identifierWOS:000696091500008
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5398800
dc.description.abstractThis article reports an intervention that took place in an operational group carried out with teachers from different locations who had to adapt to emergency remote education (ERE, Brazilian acronym) in the face of the COVID-19 pandemic. The objectives were to welcome teachers, analyze their difficulties with ERE, and rethink their remote classes in order to make them more critical. During the intervention, the teachers complained about their difficulties in preparing remote classes, their stress due to continuous exposure to the Internet, and their difficulties in guiding parents on how to monitor students' remote learning. Thus, the intervention debate valued the teacher's role as an essential worker who helps individuals interpret this pandemic moment. The welcoming group was a valuable device to expose the difficulties and reflect on the development of critical actions concerning ERE.
dc.languagepor
dc.publisherEditora Univ Leopoldlanum
dc.relationRevista Eletronica Pesquiseduca
dc.sourceWeb of Science
dc.subjectEducation
dc.subjectEmergency remote education
dc.subjectTeachers
dc.subjectPsychology
dc.titleWelcoming groups for teachers: challenges arising from emergency remote education
dc.typeArtículos de revistas


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