{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,14]],"date-time":"2026-04-14T12:59:14Z","timestamp":1776171554572,"version":"3.50.1"},"reference-count":57,"publisher":"MDPI AG","issue":"7","license":[{"start":{"date-parts":[[2021,7,13]],"date-time":"2021-07-13T00:00:00Z","timestamp":1626134400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100001871","name":"Funda\u00e7\u00e3o para a Ci\u00eancia e a Tecnologia","doi-asserted-by":"publisher","award":["UIDB\/04372\/2020 and UIDP\/04372\/2020"],"award-info":[{"award-number":["UIDB\/04372\/2020 and UIDP\/04372\/2020"]}],"id":[{"id":"10.13039\/501100001871","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Emergency remote teaching and learning (ERTL) represent a critical and challenging time for teachers globally. To understand how Portuguese teachers interpreted their ERTL experiences of the first lockdown, we started by asking: What perspectives do teachers have about ERTL? Answering three open questions made available online between April and May of 2020, a sample of 305 preschool, basic, and secondary school teachers expressed their perspectives on (i) difficulties throughout ERTL; (ii) students\u2019 constraints in participating in ERTL; (iii) the potential and benefits resulting from this exceptional period. Data were analyzed using content analysis. While Portuguese teachers perceived ERTL with concern, a majority also saw it as an opportunity. Workload, work conditions, and time management were the most frequently mentioned difficulties. Regarding students\u2019 constraints, teachers emphasized participation, the role of parents, lack of contact, and autonomy. Despite the constraints and difficulties, teachers highlighted gains such as the development of digital competencies and the opportunity to transform teaching and learning. Only 18 teachers suggested there were no positive outcomes from this experience. Since this is an exploratory study, further studies are needed to triangulate the findings.<\/jats:p>","DOI":"10.3390\/educsci11070349","type":"journal-article","created":{"date-parts":[[2021,7,13]],"date-time":"2021-07-13T22:25:31Z","timestamp":1626215131000},"page":"349","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":40,"title":["Emergency Remote Teaching and Learning in Portugal: Preschool to Secondary School Teachers\u2019 Perceptions"],"prefix":"10.3390","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1690-9502","authenticated-orcid":false,"given":"Filipa","family":"Seabra","sequence":"first","affiliation":[{"name":"LE@D, Departamento de Educa\u00e7\u00e3o e Ensino a Dist\u00e2ncia, Universidade Aberta, 4200-055 Porto, Portugal"},{"name":"CIEd, Universidade do Minho, 4704-553 Braga, Portugal"},{"name":"CIPEM\/INET-Md, Polytechnic School of Education, 4200-465 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1339-6548","authenticated-orcid":false,"given":"Ant\u00f3nio","family":"Teixeira","sequence":"additional","affiliation":[{"name":"LE@D, Departamento de Educa\u00e7\u00e3o e Ensino a Dist\u00e2ncia, Universidade Aberta, 4200-055 Porto, Portugal"},{"name":"CFUL, Universidade de Lisboa, 1269-001 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7105-3722","authenticated-orcid":false,"given":"Marta","family":"Abelha","sequence":"additional","affiliation":[{"name":"LE@D, Departamento de Educa\u00e7\u00e3o e Ensino a Dist\u00e2ncia, Universidade Aberta, 4200-055 Porto, Portugal"},{"name":"INPP, Departamento de Psicologia e Educa\u00e7\u00e3o, Universidade Portucalense, 4200-072 Porto, Portugal"},{"name":"CEIS20, Universidade de Coimbra, 3000-548 Coimbra, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5649-276X","authenticated-orcid":false,"given":"Lu\u00edsa","family":"Aires","sequence":"additional","affiliation":[{"name":"LE@D, Departamento de Educa\u00e7\u00e3o e Ensino a Dist\u00e2ncia, Universidade Aberta, 4200-055 Porto, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2021,7,13]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"106566","DOI":"10.1016\/j.dib.2020.106566","article-title":"Psychological Health Problems during the Lockdown: A Survey of Indian Population in COVID-19 Pandemic","volume":"33","author":"David","year":"2000","journal-title":"Data Brief"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"61","DOI":"10.3102\/0013189X20978806","article-title":"Distance Learning and Parental Mental Health During COVID-19","volume":"50","author":"Davis","year":"2021","journal-title":"Educ. Res."},{"key":"ref_3","doi-asserted-by":"crossref","first-page":"205","DOI":"10.1080\/26883597.2020.1829985","article-title":"The Role of Social Cohesion in Addressing the Impact of COVID-19 on Mental Health within Marginalized Communities","volume":"1","author":"Kim","year":"2020","journal-title":"Local Dev. Soc."},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1080\/21620555.2020.1820860","article-title":"Can Neighborhoods Protect Residents from Mental Distress during the COVID-19 Pandemic?","volume":"53","author":"Miao","year":"2021","journal-title":"Evidence from Wuhan. Chin. Sociol. Rev."},{"key":"ref_5","unstructured":"(2021, June 09). United Nations Education during COVID-19 and Beyond; 2020. Available online: https:\/\/www.un.org\/development\/desa\/dspd\/wp-content\/uploads\/sites\/22\/2020\/08\/sg_policy_brief_covid-19_and_education_august_2020.pdf."},{"key":"ref_6","doi-asserted-by":"crossref","unstructured":"Adedoyin, O.B., and Soykan, E. (2020). Covid-19 Pandemic and Online Learning: The Challenges and Opportunities. Interact. Learn. Environ., 1\u201313.","DOI":"10.1080\/10494820.2020.1813180"},{"key":"ref_7","doi-asserted-by":"crossref","unstructured":"Zierer, K. (2021). Effects of Pandemic-Related School Closures on Pupils\u2019 Performance and Learning in Selected Countries: A Rapid Review. Educ. Sci., 11.","DOI":"10.3390\/educsci11060252"},{"key":"ref_8","unstructured":"(2021, May 24). UNESCO Education: From Disruption to Recovery. Available online: https:\/\/en.unesco.org\/covid19\/educationresponse."},{"key":"ref_9","doi-asserted-by":"crossref","unstructured":"Burns, J.P., and Cruz, C. (2021). The Promise of Curriculum in the Post-Covid World: Eclecticism, Deliberation, and a Return to the Practical and the Prophetic. Prospects.","DOI":"10.1007\/s11125-020-09539-1"},{"key":"ref_10","unstructured":"(2020). European Centre for Disease Prevention and Control COVID-19 in Children and the Role of Schoolsettings in COVID-19 Transmission."},{"key":"ref_11","doi-asserted-by":"crossref","unstructured":"Goodson, I.F., and Schostak, J.F. (2021). Curriculum and Coronavirus: New Approaches to Curriculum in the Age of Uncertainty. Prospects.","DOI":"10.1007\/s11125-020-09523-9"},{"key":"ref_12","doi-asserted-by":"crossref","unstructured":"Seabra, F., Aires, L., and Teixeira, A. (2020). Transi\u00e7\u00e3o Para o Ensino Remoto de Emerg\u00eancia No Ensino Superior Em Portugal\u2014Um Estudo Explorat\u00f3rio. Dialogia, 316\u2013334.","DOI":"10.5585\/dialogia.n36.18545"},{"key":"ref_13","unstructured":"Hodges, C., Moore, S., Lockee, B., Trust, T., and Bond, A. (2021, May 21). The Difference Between Emergency Remote Teaching and Online Learning. Available online: https:\/\/bit.ly\/3hx5amz."},{"key":"ref_14","unstructured":"Barbour, M.K., Hodges, C.B., Trust, T., LaBonte, R., Moore, S., Bond, A., Kelly, K., Lockee, B., and Hill, P. (2020). Understanding Pandemic Pedagogy: Differences between Emergency Remote, Remote, and Online Teaching, Canadian eLearning Network. A Special Report of the State of the Nation: K-12 E-Learning in Canada Project."},{"key":"ref_15","doi-asserted-by":"crossref","first-page":"946","DOI":"10.1007\/s42438-020-00187-4","article-title":"A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning","volume":"2","author":"Czerniewicz","year":"2020","journal-title":"Postdigital Sci. Educ."},{"key":"ref_16","first-page":"372","article-title":"Guest Editorial: Challenges to the Educational Field: Digital Competence the Emperor Has No Clothes: The COVID-19 Emergency and the Need for Digital Competence","volume":"15","author":"Gewerc","year":"2020","journal-title":"IEEE Rev. Iberoam. Tecnol. Aprendiz."},{"key":"ref_17","first-page":"i","article-title":"Emergency Remote Teaching in a Time of Global Crisis Due to CoronaVirus Pandemic","volume":"15","author":"Bozkurt","year":"2020","journal-title":"Asian J. Distance Educ."},{"key":"ref_18","doi-asserted-by":"crossref","unstructured":"Baggaley, J. (2020). Educational Distancing. Distance Educ., 41.","DOI":"10.1080\/01587919.2020.1821609"},{"key":"ref_19","unstructured":"Reimers, F.M., and Schleicher, A. (2020). A Framework to Guide an Education Response to the COVID-19 Pandemic of 2020|Unesco IIEP Learning Portal, UNESCO."},{"key":"ref_20","doi-asserted-by":"crossref","unstructured":"Azubuike, O.B., Adegboye, O., and Quadri, H. (2020). Who Gets to Learn in a Pandemic? Exploring the Digital Divide in Remote Learning during the COVID-19 Pandemic in Nigeria. Int. J. Educ. Res. Open, 100022.","DOI":"10.1016\/j.ijedro.2020.100022"},{"key":"ref_21","doi-asserted-by":"crossref","unstructured":"Osman Abdelmola, A., Makeen, A., Makki Hanafi, H., and Ageeli, E. (2021). E-Learning during COVID-19 Pandemic, Faculty Perceptions, Challenges, and Recommendations. MedEdPublish, 10.","DOI":"10.15694\/mep.2021.000112.1"},{"key":"ref_22","doi-asserted-by":"crossref","unstructured":"Hamilton, L.S., Kaufman, J.H., and Diliberti, M. (2020). Teaching and Leading through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys, RAND Corporation.","DOI":"10.7249\/RRA168-2"},{"key":"ref_23","doi-asserted-by":"crossref","unstructured":"Portillo, J., Garay, U., Tejada, E., and Bilbao, N. (2020). Self-Perception of the Digital Competence of Educators during the Covid-19 Pandemic: A Cross-Analysis of Different Educational Stages. Sustainability, 12.","DOI":"10.20944\/preprints202011.0426.v1"},{"key":"ref_24","doi-asserted-by":"crossref","first-page":"91","DOI":"10.1007\/s11125-020-09464-3","article-title":"Education and the COVID-19 Pandemic","volume":"49","author":"Daniel","year":"2020","journal-title":"Prospects"},{"key":"ref_25","doi-asserted-by":"crossref","unstructured":"Toquero, C.M. (2020). Emergency Remote Education Experiment amid COVID-19 Pandemic. IJERI Int. J. Educ. Res. Innov., 162\u2013176.","DOI":"10.46661\/ijeri.5113"},{"key":"ref_26","doi-asserted-by":"crossref","unstructured":"Pacheco, J.A., Morgado, J.C., Sousa, J., and Maia, I.B. (2021). Educa\u00e7\u00e3o B\u00e1sica e Pandemia. Um Estudo Sobre as Perce\u00e7\u00f5es Dos Professores Na Realidade Portuguesa. Rev. Iberoam. Educ., 86.","DOI":"10.35362\/rie8614346"},{"key":"ref_27","unstructured":"Pacheco, J.A. (2020). The \u201cNew Normal\u201d in Education. Prospects."},{"key":"ref_28","doi-asserted-by":"crossref","unstructured":"Morgado, J.C., Sousa, J., and Pacheco, J.A. (2020). Educational Transformations in Pandemic Times: From Social Confinement to Curriculum Isolation. Prax. Educ., 15.","DOI":"10.5212\/PraxEduc.v.15.16197.062"},{"key":"ref_29","first-page":"1013","article-title":"A Educa\u00e7\u00e3o No Contexto Da Pandemia de COVID-19: Uma Revis\u00e3o Sistem\u00e1tica de Literatura","volume":"28","author":"Vieira","year":"2020","journal-title":"Rev. Bras. Inf. Educ."},{"key":"ref_30","first-page":"1","article-title":"Ensino Remoto Emergencial Na Educa\u00e7\u00e3o B\u00e1sica Brasileira e Portuguesa: A Perspectiva Dos Docentes","volume":"13","author":"Correia","year":"2020","journal-title":"Rev. Tempos Espa\u00e7os Educ."},{"key":"ref_31","unstructured":"Matias Alves, J., and Cabral, I. (2020). COVID e educa\u00e7\u00e3o: Da emerg\u00eancia \u00e0s oportunidades. Ensinar e Aprender em Tempo de COVID 19: Entre o caos e a Reden\u00e7\u00e3o, Faculdade de Educa\u00e7\u00e3o e Psicologia da Universidade Cat\u00f3lica Portuguesa."},{"key":"ref_32","doi-asserted-by":"crossref","first-page":"466","DOI":"10.1080\/02619768.2020.1821184","article-title":"COVID-19 and Teacher Education: A Literature Review of Online Teaching and Learning Practices","volume":"43","author":"Carrillo","year":"2020","journal-title":"Eur. J. Teach. Educ."},{"key":"ref_33","doi-asserted-by":"crossref","first-page":"507","DOI":"10.1080\/02607476.2020.1799709","article-title":"Teacher Education in Times of COVID-19 Pandemic in Portugal: National, Institutional and Pedagogical Responses","volume":"46","author":"Gago","year":"2020","journal-title":"J. Educ. Teach."},{"key":"ref_34","unstructured":"Conselho Nacional de Educa\u00e7\u00e3o (2021). Educa\u00e7\u00e3o Em Tempo de Pandemia: Problemas, Respostas e Desafios Das Escolas, CNE."},{"key":"ref_35","unstructured":"Hill, P. (2021, May 24). Revised Outlook for Higher Ed\u2019s Online Response to COVID-19. Available online: https:\/\/bit.ly\/2SYF55F."},{"key":"ref_36","unstructured":"(2021, May 26). General Directorate of Education Roteiro\u20148 Princ\u00edpios Orientadores Para a Implementa\u00e7\u00e3o Do Ensino a Dist\u00e2ncia (E@D) Nas Escolas. Available online: https:\/\/www.dge.mec.pt\/noticias\/roteiro-8-principios-orientadores-para-implementacao-do-ensino-distancia-ed-nas-escolas."},{"key":"ref_37","unstructured":"(2021, May 26). General Directorare of Education Forma\u00e7\u00e3o Para a Doc\u00eancia Digital e Em Rede. Available online: https:\/\/www.dge.mec.pt\/noticias\/formacao-para-docencia-digital-e-em-rede."},{"key":"ref_38","first-page":"471","article-title":"Emergency Remote Teaching across Urban and Rural Contexts: Perspectives on Educational Equity Emergency Remote Teaching 471","volume":"121","author":"Aguliera","year":"2020","journal-title":"Inf. Learn. Sci."},{"key":"ref_39","doi-asserted-by":"crossref","unstructured":"Khlaif, Z.N., Salha, S., Affouneh, S., Rashed, H., and ElKimishy, L.A. (2020). The Covid-19 Epidemic: Teachers\u2019 Responses to School Closure in Developing Countries. Technol. Pedagog. Educ.","DOI":"10.1080\/1475939X.2020.1851752"},{"key":"ref_40","doi-asserted-by":"crossref","first-page":"525","DOI":"10.15354\/sief.20.ar039","article-title":"The Global Crisis Brought about by SARS-CoV-2 and Its Impacts on Education: An Overview of the Portuguese Panorama-Ft","volume":"5","author":"Serpa","year":"2020","journal-title":"Sci. Insights Educ. Front."},{"key":"ref_41","doi-asserted-by":"crossref","unstructured":"Ferri, F., Grifoni, P., and Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10.","DOI":"10.3390\/soc10040086"},{"key":"ref_42","doi-asserted-by":"crossref","unstructured":"MacDonald, M., and Hill, C. (2021). The Educational Impact of the Covid-19 Rapid Response on Teachers, Students, and Families: Insights from British Columbia, Canada. Prospects.","DOI":"10.1007\/s11125-020-09527-5"},{"key":"ref_43","doi-asserted-by":"crossref","first-page":"100016","DOI":"10.1016\/j.ijedro.2020.100016","article-title":"Canadian Teachers\u2019 Attitudes toward Change, Efficacy, and Burnout during the COVID-19 Pandemic","volume":"1","author":"Sokal","year":"2020","journal-title":"Int. J. Educ. Res. Open"},{"key":"ref_44","unstructured":"Carretero Gomez, S., Napierala, J., Bessios, A., M\u00e4gi, E., Pugacewicz, A., Ranieri, M., Triquet, K., Lombaerts, K., Robledo Bottcher, N., and Montanari, M. (2021). What Did We Learn from Schooling Practices during the COVID-19 Lockdown, EUR 30559 EN, European Commission Joint Research Centre (JRC)."},{"key":"ref_45","doi-asserted-by":"crossref","unstructured":"Spiteri, J. (2021). Quality Early Childhood Education for All and the Covid-19 Crisis: A Viewpoint. Prospects.","DOI":"10.1007\/s11125-020-09528-4"},{"key":"ref_46","doi-asserted-by":"crossref","unstructured":"Schuck, R.K., and Lambert, R. (2020). \u201cAm I Doing Enough?\u201d Special Educators\u2019 Experiences with Emergency Remote Teaching in Spring 2020. Educ. Sci., 10.","DOI":"10.3390\/educsci10110320"},{"key":"ref_47","doi-asserted-by":"crossref","unstructured":"Aktan, S. (2021). Waking up to the Dawn of a New Era: Reconceptualization of Curriculum Post Covid-19. Prospects.","DOI":"10.1007\/s11125-020-09529-3"},{"key":"ref_48","doi-asserted-by":"crossref","unstructured":"(2011). AERA Code of Ethics American Educational Research Association. Educ. Res., 40, 145\u2013156.","DOI":"10.3102\/0013189X11410403"},{"key":"ref_49","doi-asserted-by":"crossref","unstructured":"Kuckartz, U., and R\u00e4diker, S. (2019). Analyzing Qualitative Data with MAXQDA Text, Audio, and Video, Springer.","DOI":"10.1007\/978-3-030-15671-8"},{"key":"ref_50","doi-asserted-by":"crossref","unstructured":"Mayring, P. (2014). Qualitative Content Analysis Theoretical Foundation, Basic Procedures and Software Solution, SSOAR.","DOI":"10.1007\/978-94-017-9181-6_13"},{"key":"ref_51","unstructured":"Creswell, J.W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Approaches, SAGE. [3rd ed.]."},{"key":"ref_52","unstructured":"Gizzi, M.C., and R\u00e4diker, S. (2021). The Practice of Qualitative Data Analysis, MAXQDA Press. [1st ed.]."},{"key":"ref_53","unstructured":"R\u00e4diker, S., and Kuckartz, U. (2020). Step by Step Focused Analysis of Qualitative Interviews with MAXQDA, MAXQDA Press. [1st ed.]."},{"key":"ref_54","unstructured":"UNESCO (2020). Supporting Teachers and Education Personnel during Times of Crisis, UNESCO Digital Library. Available online: https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000373338."},{"key":"ref_55","doi-asserted-by":"crossref","first-page":"100011","DOI":"10.1016\/j.ijedro.2020.100011","article-title":"College Students\u2019 Use and Acceptance of Emergency Online Learning Due to COVID-19","volume":"1","year":"2020","journal-title":"Int. J. Educ. Res. Open"},{"key":"ref_56","doi-asserted-by":"crossref","unstructured":"Blackstone, T. (1967). The Plowden Report. Br. J. Sociol., 18.","DOI":"10.2307\/588641"},{"key":"ref_57","doi-asserted-by":"crossref","unstructured":"Iivari, N., Sharma, S., and Vent\u00e4-Olkkonen, L. (2020). Digital Transformation of Everyday Life\u2014How COVID-19 Pandemic Transformed the Basic Education of the Young Generation and Why Information Management Research Should Care?. Int. J. Inf. Manag., 55.","DOI":"10.1016\/j.ijinfomgt.2020.102183"}],"container-title":["Education Sciences"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.mdpi.com\/2227-7102\/11\/7\/349\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,11]],"date-time":"2025-10-11T06:29:54Z","timestamp":1760164194000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.mdpi.com\/2227-7102\/11\/7\/349"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2021,7,13]]},"references-count":57,"journal-issue":{"issue":"7","published-online":{"date-parts":[[2021,7]]}},"alternative-id":["educsci11070349"],"URL":"https:\/\/doi.org\/10.3390\/educsci11070349","relation":{},"ISSN":["2227-7102"],"issn-type":[{"value":"2227-7102","type":"electronic"}],"subject":[],"published":{"date-parts":[[2021,7,13]]}}}