Beliefs and Practices about Remote Teaching Processes during the Pandemic: A Study with Chilean Mathematics Teachers

Autor/inn/en	Saadati, Farzaneh; Giaconi, Valentina; Chandia, Eugenio; Fuenzalida, Nicole; Rodríguez Donoso, Mariana
Titel	Beliefs and Practices about Remote Teaching Processes during the Pandemic: A Study with Chilean Mathematics Teachers
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 11, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Teacher Attitudes; Teacher Behavior; Online Courses; Distance Education; COVID-19; Pandemics; Mathematics Teachers; Self Efficacy; Technology Integration; Teacher Role; Gender Differences; Teaching Methods; Age Differences; Beliefs; Socioeconomic Influences; Foreign Countries; School Closing; Chile + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher behaviour; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Lehrerrolle; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Belief; Glaube; Sozioökonomischer Faktor; Ausland; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	This study determines the factors associated with teachers' beliefs and practices during the pandemic. An online instrument designed and implemented for Chilean mathematics teachers, with a total of 423 math teachers participating. The instrument is found psychometrically valid to study teachers' pedagogical-technological beliefs and their remote practices. The results show teachers' high self-efficacy levels regarding the personal use of technology, but moderate self-efficacy in integrating technology in teaching. Moreover, teachers see a much more active role for themselves than for students in online activities. Gender differences were only significant for teaching practices, where the results reported women as more active than men. Teacher age is not recognized as a factor affecting teachers' pedagogical-technological beliefs and their remote practices. Finally, the study confirms a significant influence of socioeconomic context in teachers' beliefs and practices during the pandemic. It recommends that policymakers need to provide adequate resources and knowledge to support teachers in integrating technologies in distance education, especially those working in the public sector. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01