Education in the context of the COVID-19 pandemic: Implications of remote education in the development of psychosocial skills of angolan, argentine and brazilian teachers
DOI:
https://doi.org/10.54580/R0202.09Keywords:
Teachers, Remote work, Psychosocial skillsAbstract
The COVID-19 pandemic impacted people and socioeconomic sectors around the world, creating a context of uncertainties and challenges. Education, as well as other sectors, has been developing its role through technologies and teachers have been adapting to the challenge of carrying out their work remotely. However, after more than five months of online teaching work, many obstacles begin to be overcome and adaptation is occurring more and more successfully, thus contributing to the development of psychosocial skills. This study is a pilot test for which the Questionnaire on Teaching Psychosocial Skills (CHPD) has been developed with the aim of knowing the psychosocial skills of teachers, developed throughout these months of online work, identifying the difficulties they have faced in that process. The questionnaire was administered to 50 secondary school teachers from Angola, Argentina and Brazil. The descriptive method was used, with a mixed approach. For the analysis of quantitative data, systematic observation and content analysis were used for qualitative data. The results showed the difficulties of teachers to adapt to the work remotely, but also the skills developed over the more than five months of online work and showed that the CHPD is an effective instrument to measure teacher psychosocial skills.
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