Cogen Educa ion
ISSN: 2331-186X (Online) Jou nal homepage: www. and online.com/jou nals/oaed20
Teache s’ conce ns and eaching expe ience
du ing he pandemic and beyond: implica ions o
esea ch, policy and p ac ice
Diana Pe ei a, Diana Aguia Viei a, Ma ia Assunção Flo es, Eusébio And é
Machado & E a Fe nandes
To ci e his a icle: Diana Pe ei a, Diana Aguia Viei a, Ma ia Assunção Flo es, Eusébio And é
Machado & E a Fe nandes (2025) Teache s’ conce ns and eaching expe ience du ing he
pandemic and beyond: implica ions o esea ch, policy and p ac ice, Cogen Educa ion, 12:1,
2461395, DOI: 10.1080/2331186X.2025.2461395
To link o his a icle: h ps://doi.o g/10.1080/2331186X.2025.2461395
© 2025 The Au ho (s). Published by In o ma
UK Limi ed, ading as Taylo & F ancis
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TEACHER EDUCATION & DEVELOPMENT | RESEARCH ARTICLE
Teache s’conce ns and eaching expe ience du ing he pandemic and
beyond: implica ions o esea ch, policy and p ac ice
Diana Pe ei a
a
, Diana Aguia Viei a
b
, Ma ia Assunc¸~
ao Flo es
a
, Eus
ebio And
e Machado
c
and
E a Fe nandes
a
a
Resea ch Cen e on Child S udies, Uni e si y o Minho, B aga, Po ugal;
b
Social Sciences, Poly echnic o Po o, Po o
Accoun ing and Business School, Ins i u o Poli
ecnico do Po o, Po o, Po ugal;
c
Depa men o Psychology and
Educa ion, Uni e sidade Po ucalense, Po o, Po ugal
ABSTRACT
This pape epo s on indings a ising om a wide s udy aimed a in es iga ing
eache s’conce ns du ing he pandemic and hei iews ega ding changes in each-
ing in he pos -COVID con ex . Adop ing a mixed-me hod app oach, da a we e ga h-
e ed h ough a su ey including bo h open-ended and closed-ended ques ions. The
s udy in ol ed 2,192 eache s om all sec o s o educa ion. Bo h he quan i a i e and
quali a i e da a indica e ha eache s’mos equen conce ns a e ela ed o s uden s
and hei amilies, o hei own pe sonal issues, o poo wo king condi ions, and o
wo k-li e balance. Fu he mo e, he indings sugges ha he eaching expe ience du -
ing he second lockdown was gene ally mo e posi i e compa ed o he i s lockdown.
The pa icipan s ad oca e o changes in he pos -pandemic scena io, pa icula ly
ocusing on con inuous p o essional de elopmen , enhancing ins i u ional condi ions,
and secu ing access o adequa e esou ces. Di e ences in esponses o sociodemo-
g aphic ques ions we e also ound ela ing o Remo e Teaching Conce ns (RTC) and
Remo e Teaching Expe ience (RTE). This s udy o e s implica ions o u he esea ch,
policy de elopmen , and p ac ical applica ions in he ield.
ARTICLE HISTORY
Recei ed 4 No embe 2024
Re ised 16 Janua y 2025
Accep ed 28 Janua y 2025
KEYWORDS
Dis ance educa ion;
eache s’expe ience;
eache s’well-being; pos -
pandemic; p o essional
de elopmen
SUBJECTS
Sus ainabili y Educa ion,
T aining & Leade ship;
Teache s & Teache
Educa ion; Con inuing
P o essional De elopmen ;
Educa ion Policy & Poli ics
In oduc ion
Educa ion a ound he wo ld has unde gone unp eceden ed change, especially in esponse o he challenges
posed by he COVID-19 pandemic. The key challenge in his con ex in ol ed he shi o dis ance lea ning,
which equi ed bo h s uden s and eache s o adap o new me hods o eaching and lea ning, highligh ing
he need o g ea e lexibili y and pe sonaliza ion in educa ion (Gonz
alez e al., 2023). In Po ugal, he
Digi al T ansi ion Ac ion Plan (Resolu ion no. 31/2020) se ed as a amewo k o p omo e digi al ans o m-
a ion and inno a ion ac oss he coun y, which in ol ed in es men s in digi al in as uc u e, skills de elop-
men and digi al inno a ion. Addi ional measu es we e also aken in o de o add ess he impac o he
pandemic on educa ion (Dec ee-Law no. 20-H/2020), on eache s’wo k and on cu iculum de elopmen
(Dec ee-Law no. 10-b/2021). These measu es aimed o gua an ee he con inui y o educa ional and eaching
ac i i ies in a ai and equi able way. Ne e heless, eache s had o ace a ange o challenges and conce ns
du ing COVID-19 imes. Exis ing li e a u e epo s issues conce ning lea ning loss (Di Pie o, 2023; Flo es
e al., 2024; Maldonado & De Wi , 2022; NFER, 2020), lack o condi ions and access o echnological esou -
ces (Flo es, Machado e al., 2021; Judd e al., 2020) and issues o well-being (Al es e al., 2020; Ande son
e al., 2020; Elha ake e al., 2023; Folkman e al., 2023; Kim e al., 2022; Tang, 2023; Wol an e al., 2021).
In ol emen in dis ance eaching and lea ning b ough abou ans o ma ions in eache s’wo k as
well as shi s in he emo ional dynamics o eaching and lea ning, po en ially a ec ing he o e all each-
ing expe ience (Ha g ea es, 2021) and in ensi ying eache sho ages (Gillani e al., 2022; Wha on-Beck
CONTACT Diana Pe ei a [email p o ec ed] Resea ch Cen e on Child S udies, Uni e si y o Minho, B aga, Po ugal
This a icle has been co ec ed wi h mino changes. These changes do no impac he academic con en o he a icle.
ß2025 The Au ho (s). Published by In o ma UK Limi ed, ading as Taylo & F ancis G oup
This is an Open Access a icle dis ibu ed unde he e ms o he C ea i e Commons A ibu ion License (h p://c ea i ecommons.o g/licenses/by/4.0/), which
pe mi s un es ic ed use, dis ibu ion, and ep oduc ion in any medium, p o ided he o iginal wo k is p ope ly ci ed. The e ms on which his a icle has been
published allow he pos ing o he Accep ed Manusc ip in a eposi o y by he au ho (s) o wi h hei consen .
COGENT EDUCATION
2025, VOL. 12, NO. 1, 2461395
h ps://doi.o g/10.1080/2331186X.2025.2461395
e al., 2024). Howe e , some s udies sugges ha eache s expe ienced a gene ally posi i e adap a ion
p ocess, managing o implemen hei p e-planned eaching s a egies e ec i ely, e en in he ace o
signi ican challenges (Flo es e al., 2024). Based on hese challenges, discussions ha e eme ged a ound
educa ion in he pos -COVID-19 e a. Al hough some empi ical s udies ha e looked in o hese issues,
mo e needs o be known in he a e ma h o he pandemic. Fu he mo e, a signi ican numbe o pub-
lished s udies end o be desc ip i e in na u e, p o iding supe icial indings and he absence o mixed-
me hod app oaches hinde s he abili y o ob ain a comp ehensi e unde s anding o he si ua ion
(Wol an e al., 2021). The goal o his s udy is o in eg a e da a om a comp ehensi e na ionwide
online su ey including bo h quan i a i e and quali a i e da a. To con ibu e o he g owing li e a u e
on he las ing e ec s beyond he pandemic, his s udy has ocused on eache s’conce ns du ing he
second lockdown, compa ing hei expe ience o emo e eaching be ween he i s and second lock-
downs and seeking o unde s and hei pe spec i es on he changes in eaching in he pos -COVID e a.
Teache s’conce ns and expe iences
Se e al s udies ha e emphasized ha one o he mos p e alen conce ns among eache s was s uden
engagemen , pa icula ly as adi ional lea ning en i onmen s we e dis up ed. Teache s had o de ise
new s a egies o mo i a e s uden s, hold hem accoun able o hei lea ning, and p o ide suppo in
emo e o hyb id se ings (
A alos e al., 2022; Di Pie o, 2023; Flo es, Machado e al., 2021; F ancom
e al., 2021; Phillips e al., 2024). Mul iple challenges had an ad e se impac on s uden s’lea ning expe i-
ences, including in o ma ion o e load, he need o ad anced echnical skills, educed social in e ac ions
(Con ad e al., 2022), and challenges ela ed o access o he in e ne and compu e s (F ancom e al.,
2021). Pe sonal and s uden - ela ed challenges ha e also eme ged in he li e a u e as signi ican con-
ce ns o eache s du ing hese di icul imes. Resea ch highligh s he emo ional exhaus ion expe ienced
by eache s (Chan e al., 2021) and he high le els o s ess hey aced (Al es e al., 2020; Ande son
e al., 2020; Flo es, Ba os e al., 2021), which may nega i ely impac s uden ou comes (Robinson e al.,
2023), diminish eache s’sense o agency (Heikkil€
a & Mankki, 2021), and educe hei capaci y o o e
c ea i e lea ning oppo uni ies (Ande son e al., 2020). Gi en he unexpec ed changes in amily dynamics
du ing hese challenging imes, wo king mo he s, o ins ance, aced an inc eased bu den, leading o
nega i e emo ions and a decline in hei psychological well-being (Cla k e al., 2021). Resea ch u he
indica es ha eache s ha e been inc easingly conce ned wi h s uden s’well-being, ex ending beyond
academic pe o mance (Robinson e al., 2023). In ac , eache s o en pe cei e hei own di icul ies as
less signi ican compa ed o he challenges aced by hei s uden s (
A alos e al., 2022). Since eache s
we e no able o closely moni o s uden s’well-being, i was a ma e o g ea conce n om he each-
e s’poin o iew (Kim & Asbu y, 2020). The s udy by Folkman e al. (2023) sugges s ha , as a conse-
quence o he pandemic, he ole o eache s in ensu ing social and emo ional well-being has been
s eng hened. Mo eo e , wi h closu e o schools, eache s had o balance hei wo k esponsibili ies wi h
hei pe sonal li es. This has been pa icula ly challenging and a cause o conce n o emale eache s
wi h young child en o sick amily membe s (Auge & Fo men in, 2021; Rawal, 2023). O he s udies
ound ha eache s who had o wo k om home du ing he pandemic aced i egula wo king hou s,
ole con lic s and lack o p ope wo king condi ions (€
Unal & Dulay, 2022). The inapp op ia e condi ions
pu a signi ican p essu e on eache s. Di e en issues we e well documen ed in he li e a u e such as
access o echnology and so wa e, eliable in e ne connec ions and aining on how o use digi al ools
e ec i ely (F ancom e al., 2021; Hen iques e al., 2021). Time managemen , pa icula ly he addi ional
ime equi ed by emo e lea ning as well as he wo kload, we e also signi ican challenges o eache s
du ing he lockdown (P ado-Gasc
o e al., 2020). Teache s had o de elop new s a egies o manage hei
ime e ec i ely and balance hei eaching esponsibili ies wi h hei pe sonal obliga ions (Auge &
Fo men in, 2021; Phillips e al., 2024; Rawal, 2023; Wol an e al., 2021). Resea ch has iden i ied h ee dis-
inc eache p o iles: ‘ elaxed eache s’,‘wo ied and s essed eache s’, and ‘happy wo kaholic eache s’,
sugges ing ha hese ca ego ies may in luence how educa o s coped wi h and expe ienced he changes
b ough abou by he pandemic (Kupe s e al., 2022).
Despi e he challenges associa ed wi h emo e eaching du ing he i s lockdown, he ex an li e a u e
indica es ha i also os e ed posi i e expe iences in e ms o new lea ning oppo uni ies and he
2 D. PEREIRA ET AL.
de elopmen o skills o bo h eache s and s uden s (Flo es, Machado e al., 2021). Fo s uden s, he
inc eased use o digi al echnology has had a posi i e impac on lea ning and engagemen , os e ing g ea e
adap abili y, ini ia i e, and inno a ion in eaching (Anggadwi a e al., 2024). Fo eache s, i has p o ided an
oppo uni y o collabo a e wi h new colleagues in p o essional se ice eams in ways ha we e no p e i-
ously explo ed (Dissanayeke e al., 2024). These expe iences undamen ally eshaped in e ac ions wi h s u-
den s by enabling he e ec i e in eg a ion o inno a i e ools o di e si y he cu iculum (Scull e al., 2020)
while also p omo ing collabo a i e and in e ac i e lea ning en i onmen s (Gonz
alez e al., 2023). P e ious
esea ch also suppo s his pe spec i e, illus a ing ha , o ins ance, he adap a ion o assessmen p ac ices
in emo e eaching os e ed an en i onmen conduci e o pedagogical e lec ion and inno a ion among
educa o s (Yakimo a e al., 2023). The pandemic ca alyzed a eassessmen o eache s’ oles and p o essional
iden i ies, encou aging he adop ion o inno a i e pedagogical app oaches while simul aneously ques ioning
es ablished models o con inuous p o essional de elopmen (Dempsey & Mes y, 2023). Mo eo e , exis ing
li e a u e unde sco ed he necessi y o mo e adap i e and esponsi e eaching s a egies ha co espond o
he changing educa ional landscape. I emphasized he impo ance o in es ing in eache educa ion and
de eloping lea ning en i onmen s ha p omo e inno a i e app oaches, encou aging collabo a i e and in e -
ac i e expe iences (Gonz
alez e al., 2023). I is he e o e impo an o be e unde s and he pe cep ions o
Po uguese eache s ega ding hei conce ns, expe iences and pe spec i es abou changes in eaching in
he a e ma h o he pandemic.
Me hod
Resea ch ques ions
This s udy aims o explo e eache s’conce ns du ing he second lockdown (2021) and compa e he
emo e eaching expe ience be ween he i s and second lockdowns bu also o unde s and how hey
iew changes in eaching in he pos -COVID e a. Subsequen ly, he ollowing esea ch ques ions (RQ)
we e used o guide he p esen s udy:
RQ1. Wha we e he eache s’key conce ns in he second pe iod o emo e eaching?
RQ1.1. A e he e any gende di e ences in eache s’conce ns?
RQ1.2. A e he e any age di e ences in eache s’conce ns?
RQ1.3. A e he e any di e ences in eache s’conce ns acco ding o eaching expe ience?
RQ1.4. A e he e any di e ences in eache s’conce ns wi h ega d o eaching sec o ?
RQ2. How did eache s expe ience he second lockdown compa ed o he i s one?
RQ2.1. A e he e any gende di e ences in eache s’expe ience?
RQ2.2. A e he e any age di e ences in eache s’expe ience?
RQ2.3. A e he e any di e ences in eache s’expe ience acco ding o yea s o eaching?
RQ2.4. A e he e any di e ences in eache s’expe ience ega ding eaching sec o ?
RQ3. How do eache s pe cei e he impac o he pandemic on eaching p ac ices, pa icula ly in e ms o
sys emic changes, eache s’ oles, and ins uc ional s a egies?
Pa icipan s
The sample consis ed o 2,192 eache s om di e en eaching sec o s (c . Table 1). Mos pa icipan s
we e emale (82.2%) and aged o e 50 yea s old. In addi ion, 24.6% o he eache s we e aged be ween
51 and 55 yea s old, 21.7% be ween 56 and 60 yea s old, 11.0% be ween 61 and 65 yea s old, and .4%
aged o e 65 yea s old. The pa icipan s a e a g oup o expe ienced eache s, 21.4% ha ing be ween 21
and 25 yea s o eaching expe ience, 21.8% ha ing be ween 26 and 30 yea s’expe ience, and 20.7%
ha ing be ween 31 and 35 yea s o expe ience as eache s (c . Table 1). Teache s who esponded o he
online ques ionnai e augh di e en subjec s. Addi ionally, 65.3% hold a bachelo ’s(Licencia u a)
COGENT EDUCATION 3
deg ee, 22.0% hold a mas e ’s deg ee and 2.9% a PhD. The pa icipan s augh in all educa ion sec o s
( om p eschool o seconda y school). The pa icipan s a e om all egions o Po ugal, including he
Au onomous Regions o Madei a and he Azo es: 47.8% a e om he No he n Region, 25.5% om
he Cen e , 15.0% om he Lisbon and Tejo Valley egion, 4.7% om he Alga e, 2.8% om he
Au onomous Region o Madei a, 2.7% om Alen ejo and 1.5% om he Au onomous Region o he
Azo es. Finally, 95.8% o eache s wo ked in s a e schools, 44.7% o he schools a e in u ban a eas,
36.0% in subu ban a eas and 19.3% in u al a eas. The s uden s who a ended he pa icipan s’schools
a e p edominan ly o middle (66.3%) and low (31.1%) socioeconomic s a us (c . Table 1).
Ins umen s
A ques ionnai e based on a p e ious s udy o he expe ience o eache s in emo e eaching, which
esul ed om bo h legal and heo e ical amewo ks ela ed o eaching and assessmen , was de ised
Table 1. Pa icipan s.
%
Gende
Male 391 17.8
Female 1,801 82.2
Age
21–25 4 0.2
26–30 17 0.8
31–35 16 0.7
36–40 114 5.2
41–45 314 14.3
46–50 461 21.0
51–55 539 24.6
56–60 476 21.7
61–65 242 11.0
O e 65 9 0.4
Expe ience as eache
[0–5] 72 3.3
[6–10] 93 4.2
[11–15] 117 5.3
[16–20] 222 10.1
[21–25] 469 21.4
[26–30] 477 21.8
[31–35] 454 20.7
[36–40] 224 10.2
O e 40 64 2.9
Quali ica ion
Bachelo ’s Deg ee 46 2.1
Deg ee 1,431 65.3
Pos -g adua ion 170 7.8
Mas e 482 22.0
PhD 63 2.9
Type o school
S a e school 2,099 95.8
P i a e school 93 4.2
Missing 157
Pupils’socio-economic backg ound
High 56 2.6
Medium 1,454 66.3
Low 682 31.1
School loca ion
U ban 980 44.7
Sub-u ban 789 36.0
Ru al 423 19.3
Region in which he school is loca ed
No h 1,048 47.8
Cen e 558 25.5
Lisbon and Tejo Valley 329 15.0
Alga e 103 4.7
Au onomous Region o Madei a 62 2.8
Alen ejo 59 2.7
Au onomous Region o Azo es 33 1.5
To al 2,192 100.0
4 D. PEREIRA ET AL.
(Flo es, Machado e al., 2021). The su ey included bo h open and closed-ended ques ions a anged in
h ee sec ions. Sec ion 1 is composed o 21 closed-ended ques ions ocused on Remo e Teaching
Conce ns expe ienced in he second lockdown. Sec ion 2 includes 23 closed-ended ques ions aimed a
compa ing he emo e eaching expe ience be ween he i s and second lockdown. Sec ion 3 includes
he open-ended ques ions: (1) Wha we e you main conce ns du ing he pe iod be ween he i s and
second lockdown?; (2) Wha was you eaching expe ience like du ing he second lockdown? (3) Wha
was you main lea ning expe ience? (4) Wha a e you going o change in you p ac ice in he pos -pan-
demic e a? Las ly, sociodemog aphic ques ions included gende , age, eaching expe ience and eaching
sec o . To enhance he alidi y, sensi i i y, and eliabili y in measu ing a compa ison o eaching con-
ce ns and expe iences be ween he i s and second lockdown, we de eloped wo mul i-i em measu es
(Somme & Somme , 1997; Tabachnick & Fidell, 2007). The i ems in he su ey we e ied ou o unde -
s anding and con en alidi y wi h an app op ia e g oup o p ac icing eache s, who p o ided w i en
sugges ions o imp o ing i em wo ding. A e conduc ing con en analysis on his ma e ial, we c ea ed
21 i ems ha ap eache s’conce ns ega ding pe sonal issues, s uden s, and hei amilies, wo king con-
di ions and wo k-li e balance and a u he 23 i ems desc ibing eache s’expe ience in e ms o eaching
s a egies, assessmen , echnical condi ions o emo e eaching and collabo a i e wo k. The desc ip ion
and alida ion p ocesses o he wo ques ionnai es a e desc ibed below. Bo h measu es we e de eloped
in he Po uguese language.
Remo e Teaching Conce ns in Pandemic Times (RTC)
The o iginal e sion o he ques ionnai e is composed o 21 i ems ha e lec ou hemes eme ging
om he p e ious p ocedu e desc ibed abo e. Teache s’conce ns and challenges included issues ela ed
o hemsel es (sample i em: Conce ns abou my heal h), s uden s and hei espec i e amilies (sample
i em: Conce ns abou s uden s’emo ional well-being), wo king condi ions (sample i em: Conce ns abou
weak in e ne connec ion), and wo k-li e balance (sample i em: Conce ns abou how o sepa a e wo k om
amily li e). RTC ins uc ions asked eache s o indica e he equency o wo ying abou a numbe o
p o essional and pe sonal issues in he second phase o emo e eaching (which in Po ugal ook place
in Ma ch–Ap il 2021). Answe s ollowed a i e Like - ype scale anging om (1) ‘ne e ’ o (5) ‘always’.
RTC alida ion. The 21 i ems we e submi ed o p incipal componen analysis. Resul s indica e KMO
alue o .88 which is conside ed adequa e o ac o ial analysis (Kaise , 1974; Tabachnick & Fidell, 2007).
Based on he c i e ion o eigen alues g ea e han 1 and he examina ion o he sc ee plo (S e ens,
1992), a ou - ac o solu ion was submi ed o a imax o a ion. The solu ion ob ained was conside ed
meaning ul and i ems wi h ac o loadings equal o g ea e han .40 we e e ained. Only one i em was
excluded. The inal ins umen e ained 20 i ems di ided in o ou aspec s. The o al ques ionnai e
accoun ed o 63% o he a iance. The i s ac o ‘Pe sonal issues’consis ed o six i ems ha accoun ed
o 23% o he o al a iance. I ems analysis sugges ha his ac o assesses eache s’conce ns and
challenges ela ed o hemsel es and hei amily (e.g. Conce n wi h my child en’s men al heal h). The
second ac o ‘S uden s and hei amilies’is composed o 6 i ems ha accoun ed o 16% o he o al
a iance. One sample i em is Conce n wi h s uden s’lea ning. The hi d ac o named ‘Wo king condi ions’
consis s o 5 i ems ha accoun ed o 13%. One sample i em is Di icul access o he compu e . Finally,
he ou h ac o en i led ‘Wo k-li e balance’accoun ed o 12% o he o al a iance and cons i u es
h ee i ems. This ac o included i ems such as No ha ing a quie place o wo k a home. To e alua e he
in e nal consis ency eliabili y o he Remo e Teaching Conce ns (RTC) in Pandemic Times, C onbach0
Alpha was compu ed. RTC showed s ong in e nal consis ency eliabili y, wi h a C onback Alpha o .96.
This analysis was also unde aken o each ac o sepa a ely and he esul s also showed good in e nal
consis ency eliabili y (Walsh & Be z, 1995) o all ac o s (F1 ¼.91, F2 ¼.84, F3 ¼.75, and F4 ¼.79). Fac o
sco es we e ob ained by he sum o espec i e i ems di ided by hei numbe . Consequen ly, highe
sco es e lec highe equency o Remo e Teaching Conce ns epo ed by eache s.
Remo e eaching expe ience in pandemic imes (RTE). The o iginal e sion o he ques ionnai e is
composed o 23 i ems ha e lec eache s’expe ience in e ms o eaching, assessmen , echnical condi-
ions, and collabo a i e wo k while engaged in emo e eaching du ing he second lockdown.
COGENT EDUCATION 5
RTE ins uc ions asked pa icipan s o compa e hei emo e eaching expe ience as compa ed o he
i s lockdown expe ience. Answe s ollowed a i e Like - ype scale anging om (1) ‘ o ally disag ee’ o
(5) ‘ o ally ag ee’. One sample i em includes ‘I used mo e sui able eaching-lea ning s a egies o emo e
lea ning’and ‘I el less s essed abou he s uden assessmen p ocess’.
RTE alida ion. The 23 i ems we e submi ed o p incipal componen analysis in he IBM SPSS p og am
( .26). Resul s indica e KMO alue o .94 which is conside ed adequa e o ac o ial analysis (Kaise , 1974;
Tabachnick & Fidell, 2007). Based on he c i e ion o eigen alues g ea e han 1 and examina ion o he
sc ee plo (S e ens, 1992), a ou - ac o solu ion was submi ed o a imax o a ion. The solu ion
ob ained was conside ed meaning ul and i ems wi h ac o loadings equal o g ea e han .40 we e
e ained. The inal ins umen e ained he 23 i ems dis ibu ed by ou dimensions. The o al ques ion-
nai e accoun ed o 60% o he a iance. The i s ac o named ‘Teaching’consis ed o nine i ems ha
accoun ed o 22% o he o al a iance. I ems analysis sugges ha his ac o assesses mo e posi i e
eaching expe iences in he second lockdown han in he i s (e.g. I adap ed he momen s and means o
gi e eedback o he s uden s in a mo e e icien and balanced way). The second ac o conce ns
‘Assessmen ’and is composed o eigh i ems ha accoun ed o 19% o he o al a iance. One sample
i em is The e was g ea e a icula ion be ween eaching-lea ning objec i es and assessmen . The hi d ac o
named ‘Technical condi ions o emo e eaching’consis s o h ee i ems ha accoun ed o 10%. One
sample i em is The e we e less echnical p oblems. Las ly, he ou h ac o en i led ‘collabo a i e wo k’
accoun ed o 9% o he o al a iance and cons i u es h ee i ems. This ac o included i ems such as I
de eloped mo e collabo a i e wo k wi h colleagues in my disciplina y g oup. The Remo e Teaching
Expe iences in Pandemic Times (RTE) ques ionnai e showed s ong in e nal consis ency eliabili y
(C onback Alpha ¼.94). This analysis was also unde aken o each ac o sepa a ely and he esul s also
showed good in e nal consis ency eliabili y (Walsh & Be z, 1995) o all ac o s (F1 ¼.90, F2 ¼.85,
F3 ¼.75, and F4 ¼.70). Fac o sco es we e ob ained by he sum o espec i e i ems di ided by hei
numbe . Consequen ly, highe sco es e lec mo e posi i e eaching expe ience in he second lockdown
as compa ed o he i s .
Da a collec ion and e hical issues
Da a collec ion included in o ma ion on he aims o he s udy and assu ance o con iden iali y was gua -
an eed. Pa icipa ion in he s udy was en i ely olun a y, and all pa icipan s we e p o ided wi h clea ,
de ailed in o ma ion abou he pu pose o he esea ch, i s p ocedu es, and hei igh o wi hd aw a
any s age wi hou any consequences. In o med consen was ob ained p io o da a collec ion, and pa -
icipan s we e assu ed ha hei da a would only be used o esea ch pu poses and kep con iden ial a
all imes. A e p o iding in o med consen he online ques ionnai e was dissemina ed. A link o he su -
ey was c ea ed h ough Google o ms and sen ou o he eache s ia he di ec o s o he Teache s’
P o essional Associa ions and Teache s’Unions wi h a eques o o wa d i o associa ed eache s.
Teache s om all sec o s o educa ion we e in i ed. A non-p obabili y con enience sample was used.
The esea ch p ojec was ca ied ou acco ding o in e na ional educa ional esea ch e hics s anda ds,
speci ically conce ning da a con iden iali y, in o med consen , olun a y pa icipa ion, and he use o
da a only o esea ch pu poses. The p ojec was app o ed by he E hics Commi ee o Resea ch in
Social and Human Sciences a he Uni e si y o Minho (Re . CEICSH 055/2020). Pa icipan s we e
in o med abou he goals o he p ojec be o e gi ing hei consen . The link o comple e he ques ion-
nai e and he esea ch p o ocol was sen o all pa icipan s, all o whom con i med hei olun a y
in o med consen o pa icipa e in he s udy. Anonymi y was main ained by assigning unique, non-iden-
i iable codes o all pa icipan s, ensu ing ha hei esponses could no be aced back o hei iden i-
ies. Any iden i ying in o ma ion was excluded om he da ase and secu ely s o ed in compliance wi h
da a p o ec ion egula ions.
Da a analysis p ocedu es
Da a we e analyzed wi h IBM SPSS S a is ics .26. Desc ip i e analysis was used o explo e he eache s’
key conce ns in he second momen o emo e eaching (RQ1) and eache s’expe ience o he second
lockdown in compa ison o he i s one (RQ2). To es gende di e ences (RQ1.1. and RQ2.1.) we an
6 D. PEREIRA ET AL.
wo-sample independen T- es s. To explo es di e ences ac oss g oups based on age g oup, eaching
expe ience and eaching sec o (RQ1.2., RQ1.3., RQ1.4., RQ2.2., RQ2.3. and RQ2.4.) da a was analyzed
wi h analysis o a iance (ANOVA) ollowed by pos -hoc es s in he case o g oups wi h mo e han wo
ca ego ies. Da a collec ed h ough open-ended ques ions we e analyzed h ough con en analysis
guided by he p inciples o comple eness, ep esen a i eness, consis ency, exclusi i y and ele ance
(Ba din, 1977) and by ecognizing he in e ac i e na u e o he da a analysis p ocess (Miles & Hube man,
1994). Fo con en analysis, he de ini ions o mo e gene al ca ego ies we e p i ileged (Ba din, 1977),
a icula ing an induc i e (eme gen cha ac e o he da a) (Cho & Lee, 2014) and a deduc i e pe spec i e
h ough he de ini ion o ca ego ies in ligh o he esea ch goals and heo e ical amewo k (Ezzy,
2002). The ca ego ies o analysis we e seman ic (Miles & Hube man, 1994).
Findings
Remo e Teaching Conce ns (RTC)
Remo e Teaching Conce ns (RTC) desc ip i es (mean and s anda d de ia ion) by o al sample, gende ,
age g oup, eaching expe ience and eaching sec o a e p esen ed in Table 2. Conside ing he o al
sample, he mos equen conce ns epo ed by eache s ela e o s uden s and hei amilies ol-
lowed by pe sonal issues. Two-sample independen T- es s we e un o analyze di e ences in he ou
ac o s by gende . Resul s show a signi ican e ec o gende in ‘Pe sonal issues’[ (1401) ¼−2.83,
p¼.005] and ‘S uden s and hei amilies’[ (2013) ¼−4.80, p<.001], wi h women epo ing highe le -
els o conce n han men. Howe e , he e we e no signi ican gende di e ences ega ding conce ns
abou ‘Wo king condi ions’o ‘Wo k-li e balance’[ (1766) ¼−.46, p¼.884; (1629) ¼−1.60, p¼.110,
espec i ely]. Analysis o a iance showed di e ences by age g oup ela ed o he equency o con-
ce n wi h ‘Pe sonal issues’[F(2,1400) ¼12.566; p<.001], ‘Wo king condi ions’[F(2,1765) ¼10.396;
p<.001] and ‘Wo k-li e balance’[F(2,1628) ¼121.975; p<.001] bu no wi h ‘S uden s and hei ami-
lies’[F(2,2012) ¼1.956; p¼.140]. Resul s om pos -hoc compa isons sugges ha conce ns wi h pe -
sonal issues and wo k-li e balance di e among he h ee age g oups and successi ely dec ease wi h
age. Addi ionally, conce ns wi h wo king condi ions a e highe in he younges age g oup han in he
wo olde g oups. Less expe ienced eache s epo ed he highes equency o conce ns wi h
‘Pe sonal issues’[F(2,1400) ¼7.718; p<.001], ‘Wo king condi ions’[F(2,1765) ¼19.855; p<.001] and
‘Wo k-li e balance’[F(2,1628) ¼113.877; p<.001] bu no wi h ‘S uden s and hei amilies’
[F(2,2012) ¼.922; p¼.398]. Finally, ANOVA esul s sugges an e ec o eaching sec o in all ac o s,
namely ‘Pe sonal issues’[F(3,1281) ¼3.091; p¼.026], ‘S uden s and hei amilies’[F(3,1843) ¼11.735;
p<.001], ‘Wo king condi ions’[F(3,1614) ¼8.396; p<.001] and ‘Wo k-li e balance’[F(3,1495) ¼9.145;
p<.001]. Pos compa ison es s show ha seconda y eache s epo ed he lowes le el o conce n
compa ed wi h he o he sec o s.
Table 2. Remo e Teaching Conce ns (RTC) desc ip i es by ac o s.
Fac o 1 Fac o 2 Fac o 3 Fac o 4
MSDMSDMSDMSD
To al sample 3,46 1,01 3,64 0,72 2,28 0,79 2,69 1,07
Gende Male 3,30 1,09 3,48 0,73 2,27 0,83 2,60 1,08
Female 3,49 0,99 3,68 0,72 2,28 0,78 2,71 1,07
Age <46 3,66 0,92 3,63 0,71 2,42 0,76 3,34 0,99
46–55 3,46 1,00 3,62 0,74 2,27 0,80 2,66 1,03
>55 3,28 1,08 3,69 0,71 2,18 0,79 2,25 0,96
Teaching <26 3,57 0,96 3,62 0,74 2,40 0,79 3,08 1,04
P ac ice 26–35 3,37 1,04 3,67 0,70 2,18 0,77 2,43 1,00
in yea s >35 3,32 1,08 3,64 0,72 2,13 0,78 2,07 0,91
Teaching 1s cycle 3,58 0,94 3,78 0,71 2,42 0,76 2,82 1,08
Sec o 2nd cycle 3,52 1,02 3,71 0,69 2,29 0,80 2,65 1,04
3 h cycle 3,46 1,01 3,60 0,72 2,28 0,81 2,82 1,06
Seconda y 3,35 1,06 3,52 0,72 2,15 0,74 2,49 1,06
No e. Fac o 1¼Pe sonal issues, Fac o 2 ¼S uden s and hei amilies, Fac o 3 ¼Wo king condi ions, and Fac o 4 ¼Wo k-li e balance.
COGENT EDUCATION 7
Acco ding o eache s’open-ended esponses, he mos equen conce ns we e also ela ed o s u-
den s and hei amilies ollowed by pe sonal issues. The lack o adequa e wo king condi ions and wo k
li e balance also eme ged as conce ns in eache s’ esponses.
S uden s and hei amilies
S uden s’well-being was iden i ied by eache s as a cause o g ea conce n. F agile emo ional s a es, sui-
cide a emp s and he g owing anxie y el by s uden s we e iden i ied by eache s as an aspec ha
made hem eel uncom o able. Pa icula ly, he di icul ies o some s uden s o manage hei emo ions
led o an inc ease in he numbe o s uden s wi h anxie y and dep ession, e en wi h ega d o he possi-
bili y o ha ing he disease (COVID-19). These issues had epe cussions on s uden s’well-being and on
hei lea ning and engagemen . Du ing his pe iod, eache s we e also aced wi h some cons ain s
ega ding hei s uden s and hei amilies since he si ua ion allowed hem o ge o know mo e closely
he eali y o many s uden s’li es. Teache s essen ially e e ha hey we e sad and wo ied abou he
economic di icul ies o s uden s’ amilies, pa icula ly he poo li ing condi ions in hei homes, and he
lack o basic necessi ies such as hygiene and ood. One class di ec o men ioned ‘I was conce ned abou
he economic di icul ies o he amilies o some s uden s who we e o ced o appeal o he ood bas-
ke s p o ided by he municipali y’(T. 868). Teache s he e o e epo ha he educa ional communi y
mobilized o help hung y and needy amilies wi h ega d o essen ial goods. Teache s also s a ed ha
hey we e wo ied since he economic/emo ional di icul ies ha many amilies we e going h ough
mean ha ‘many s uden s in 12 h g ade class had o s a wo king o help a home, a i ing a classes
clea ly exhaus ed’(T. 1853).
All o hese issues had implica ions o s uden s’suppo , pa en al con ol and supe ision. Se e al
eache s spoke o he lack o any kind o s uden s’moni o ing a home ‘bo h in e ms o digi al echnol-
ogy and in e ms o mee ing schedules and ca ying ou asks’(T. 1373). In some cases, his lack o con-
ol was due o pa en s ha ing o wo k wi h he esul ha ‘se e al s uden s ha e o be le alone a
home, a hei me cy, due o he need o pa en s o go o wo k and olde siblings ha ing o ake ca e
o he younge ones’(T. 418). In some cases, in addi ion o he lack o pa en al supe ision and ailu e
o moni o child en’s schooling du ing lockdown, eache s spoke o lack o pa en al au ho i y ‘I’ e wi -
nessed child en gi ing o de s o hei pa en s and delibe a ely disobeying pa en al au ho i y’(T. 644).
Howe e , in o he cases, eache s iden i ied pa en al negligence and beha io s ha o en dis up ed he
lea ning en i onmen du ing online classes. They highligh ed ins ances whe e some pa en s ailed o
p o ide adequa e suppo o hei child en’s lea ning and, in ce ain si ua ions, displayed dis espec ul
a i udes owa d eache s’wo k. Fo example, eache s epo ed pa en s in e e ing di ec ly in synch on-
ous classes, p o iding answe s o s uden s, o engaging in i ele an con e sa ions du ing lessons. These
beha io s no only unde mined he eache ’s au ho i y bu also blu ed he bounda ies be ween home
and school, c ea ing addi ional challenges o main aining an e ec i e lea ning en i onmen .
The in usion o pa en s du ing synch onous classes, gi ing answe s o s uden s and a emp s a dialogue
du ing classes on issues beyond he discipline o English and my ask as a eache . (T. 362)
The nega i e a i udes o some pa en s in on o he compu e allowed me o be e unde s and he li ing
condi ions o some child en and hei ela ionship wi h hei pa en s. (T. 1266)
S uden s who al eady ace signi ican challenges in ace- o- ace lea ning s uggled e en mo e wi h dis ance
lea ning. Despi e pa en s becoming awa e o hese di icul ies, i was s ill di icul o con ey he impo ance
o a ending synch onous classes, comple ing assigned asks, and pa icipa ing in suppo lessons. (T. 1410)
I was challenging o manage some con lic s be ween pa en s and child en in he middle o a synch onous
lesson. I had o in e ene, e en om a dis ance. (T. 912)
Finally, b oken and dys unc ional amilies o some s uden s dese ed g ea a en ion and conce n on
he pa o he eache s. Teache s obse ed ha he a i udes and ac ions o some pa en s e ealed
deepe sys emic issues, such as s ained amily ela ionships and unsui able li ing condi ions, which
impac ed s uden s’abili y o engage ully in hei educa ion. As eache s epo ed,
The e we e amily membe s a ending classes and mou hing o o hei child en abou he lesson, wi h he
mic ophone swi ched o (especially in dys unc ional amilies wi h poo ly educa ed people …). (T. 798)
8 D. PEREIRA ET AL.
impo ance o simpli ying bu eauc a ic p ocedu es and es ablishing clea e guidelines o online each-
ing, including op imized scheduling and e ised assessmen c i e ia sui ed o digi al en i onmen s. This
aligns wi h indings om o he s udies, whe e eache s epo ed inc eased emo ional exhaus ion, expe i-
encing he pandemic as pa icula ly de imen al o hei men al and emo ional well-being (Elha ake
e al., 2023; Folkman e al., 2023; Tang, 2023). O he s udies e eal ha , compa ed o p e-pandemic con-
di ions, eache s expe ienced a decline in well-being du ing he i s lockdown in Ap il 2020. Howe e ,
by July 2020, eache epo s sugges ed a eco e y in well-being as he school yea ended (Kim e al.,
2022). These esul s collec i ely highligh he dual p essu es o adminis a i e o e load and emo ional
p essu e, unde sco ing he need o s uc u al e o ms ha add ess bo h wo kload managemen and he
men al heal h o eache s.
The pandemic also e ealed signi ican gaps in eache s’digi al compe encies. While many eache s
adap ed o he shi o online eaching (Flo es e al., 2024), he lack o o mal aining in digi al peda-
gogy limi ed he e ec i eness o hei e o s (Bea ie e al., 2022; Gonz
alez e al., 2023; Teiche e al.,
2023). Teache s exp essed he need o aining, pa icula ly in using echnology c ea i ely in hei each-
ing p ac ices and designing digi al assessmen s sui ed o online lea ning en i onmen s. In addi ion,
he e was b oad suppo o explo ing blended lea ning models ha combine ace- o- ace and online
ac i i ies. Teache s no ed he lexibili y hese models o e allowing s uden s o lea n a hei own pace
while e aining essen ial in-pe son in e ac ions.
Howe e , conce ns we e aised abou he inc eased wo kload associa ed wi h such sys ems, especially
wi hou addi ional ime o p epa a ion and g ading. This indica es ha any mo e owa d blended lea n-
ing mus be accompanied by s uc u al changes, including adjus men s o eache wo kloads and sup-
po mechanisms, o ensu e i s sus ainabili y and e ec i eness. This inding is consis en wi h o he
s udies sugges ing ha , in he pos -pandemic con ex , ins i u ions mus de elop comp ehensi e isions
ha p o ide suppo , clea s uc u e, and a uni ied s a egy o no malize blended lea ning and p omo e
i s sus ained adop ion (Hill & Smi h, 2023). Teache s u he no ed ha s uden s o en s uggled wi h
au onomy and sel -managemen du ing dis ance lea ning, pa icula ly younge lea ne s. O he s udies
a e also in line wi h his inding, no ing ha lea ne au onomy is i al in shaping s uden s’expe iences
du ing dis ance educa ion (Ebe le & Hob ech , 2021) closely linked o hei pe sonal ai s and mo i -
a ion o ake esponsibili y o hei lea ning. In dis ance lea ning con ex s, inno a i e lea ne -cen e ed
app oaches should be p io i ized o os e au onomy (Fo iadou e al., 2017). The e is a clea need o os-
e s uden s’au onomous lea ning and ensu e ha i ual class oom ools e ec i ely moni o engage-
men and main ain academic in eg i y. This highligh s he impo ance o s a egies ha encou age
s uden esponsibili y and obus moni o ing sys ems in u u e dis ance lea ning scena ios, as ins i u-
ional policies should s i e o balance academic in eg i y wi h a posi i e expe ience o bo h s uden s
and eache s (G ibbins & Bonk, 2023). Fos e ing s uden au onomy in dis ance lea ning should be p io i-
ized, wi h esea ch examining how o use lea ne -cen e ed app oaches and echnology o moni o
engagemen and main ain academic in eg i y.
Finally, he well-being o bo h eache s and s uden s was also o conce n. The emo ional oll o he
pandemic, pa icula ly du ing ex ended lockdowns, was conside able, wi h many educa o s epo ing
eelings o isola ion, s ess, and bu nou . Simila ly, s uden s aced challenges in main aining mo i a ion
and engagemen wi hou he egula s uc u e and social in e ac ion o he class oom. Teache s empha-
sized he need o policies ha p omo e a be e balance be ween wo k and pe sonal li e, as well as
men al heal h suppo o eache s. Addi ionally, hey poin ed o he c ucial ole o amily in ol emen
in suppo ing s uden s’emo ional well-being and lea ning, unde sco ing ha e ec i e emo e educa ion
equi es s ong collabo a ion be ween schools and amilies. The emo e schooling pe iod nega i ely
a ec ed bo h eache s and s uden s in a ious aspec s o eaching, lea ning, and well-being. S uden s’
lea ning expe iences and pee in e ac ions s ongly in luenced hei well-being, while assessmen design
and eache eedback we e key ac o s in p edic ing eache well-being (Bu ke e al., 2023). Ou indings
a e consis en wi h his and o he s udies emphasizing he impo ance o inco po a ing elemen s ela ed
o pe sonal well-being, bo h o s uden s and eache s, in o he b oade assessmen o educa ional qual-
i y (Klusmann e al., 2022; Wol an e al., 2021).
COGENT EDUCATION 15
Implica ions o esea ch, policy, and p ac ice
Finally, his s udy p o ides implica ions o esea ch, policy, and p ac ice. In e ms o esea ch, he e is a
need o in es iga e eache s’expe iences h oughou he pandemic ha can p o ide aluable insigh s
in o how o suppo and e ain eache s in he u u e. Resea ch can also explo e he e ec i eness o di -
e en eaching me hods du ing he pandemic and iden i y bes p ac ices o hyb id and emo e lea n-
ing. Addi ionally, his s udy unde lines he need o u he explo a ion o he speci ic challenges
eache s encoun e du ing emo e eaching, especially ac oss di e se con ex s, including a ious educa-
ional sec o s and demog aphic g oups (such as u ban s. u al a eas, public s. p i a e schools, o a y-
ing age g oups). Such insigh s would help c ea e ailo ed solu ions o di e en se ings and ensu e ha
all eache s and s uden s ecei e he necessa y suppo o o e come echnological and pedagogical ba -
ie s. Fu u e s udies could in es iga e he long- e m e ec s o hese expe iences on eaching p ac ices
and eache well-being as well as he changes ha ha e occu ed in he pos -pandemic con ex .
As o policy, he e is a need o add ess he challenges ha eache s aced du ing he pandemic,
including inc eased wo kload, lack o esou ces, and lack o suppo . Policies ha p o ide inancial and
ma e ial esou ces, men al heal h suppo , and p o essional de elopmen oppo uni ies can help educe
hese challenges and suppo eache s in hei e o s o p o ide quali y educa ion o hei s uden s.
Policymake s can also conside lexible wo k a angemen s, such as educed wo k hou s o job-sha ing,
o suppo eache s’wo k-li e balance. An in es men in educa ion and he p o essionalism o eache s
o add ess hese cons ain s a e equi ed in he u u e (Phillips e al., 2024) as well as he ac ha dis-
cou se on cu iculum should be cen al o he pos -COVID-19 agenda in iew o eache educa ion, and
in eaching in gene al (Bibe man-Shale e al., 2023). The u u e o eaching in he pos -COVID-19 con-
ex will in ol e inc eased u iliza ion o i ual and digi al lea ning wi hin adi ional in-pe son school
se ings, based on a ansi ion owa d hyb id models o cu iculum deli e y and new i ual modes o
p o essional collabo a ion (Ha g ea es, 2021). Thus, gi en he signi ican inc ease in emo e and hyb id
eaching, i is c ucial ha educa ional policies in es in ongoing p o essional de elopmen p og ams o
eache s, ocusing on digi al skills as well as adap i e pedagogies o online eaching. Addi ionally, s u-
den s should ecei e deepe , mo e con ex ualized aining in he use o digi al ools o ensu e hey can
ully bene i om echnology in he lea ning p ocess.
As a as p ac ice is conce ned, he e is a need o de elop s a egies ha suppo eache s’and s u-
den s’well-being (Klusmann e al., 2022), which is in line wi h a cu en end in educa ion based on a
shi away om solely p io i izing lea ning ou comes as he sole indica o o high-quali y educa ion.
Ins ead, he e is a g owing ecogni ion o he impo ance o inco po a ing aspec s such as pe sonal
well-being, bo h o s uden s and eache s, in o he e alua ion o educa ional quali y (Elha ake e al.,
2023; Folkman e al., 2023; Wol an e al., 2021). Teache s also need access o adequa e echnology and
esou ces o acili a e e ec i e eaching and lea ning. School leade s can suppo eache s by p o iding
access o esou ces and echnology, c ea ing a suppo i e and collabo a i e wo k en i onmen , and p o-
iding aining in digi al echnologies o pa en s, eache s and pupils (Bea ie e al., 2022). Mo eo e ,
he e is a need o e iew educa ional cu icula o ensu e hey a e mo e lexible and sui able o he new
eali ies o hyb id and digi al lea ning. This in ol es eimagining how con en is deli e ed and how
assessmen s a e conduc ed, p omo ing an app oach ha p io i izes s uden -cen e ed lea ning and com-
pe ency acquisi ion a he han jus con en co e age. Schools should be encou aged o adop a mo e
in e disciplina y and in eg a ed app oach, allowing o mo e luid and adap able lea ning o mee he
indi idual needs o s uden s.
Unde s anding he conce ns and eaching expe ience o eache s du ing he pandemic is c ucial o
esea ch, policy, and p ac ice. By add essing he challenges aced by eache s du ing he pandemic, poli-
cymake s and school leade s can be e suppo eache s and p o ide quali y educa ion o s uden s. I is
clea ha e lec i e p ac ices and collabo a ion among educa o s play a i al ole in imp o ing c isis
esponses. This aligns wi h Manca and Del ino’s(2021) indings, which emphasize he impo ance o le -
e aging a o able p eexis ing condi ions and os e ing a s ong sha ed school cul u e o enable p omp
and e ec i e eac ions o an unexpec ed si ua ion. None heless, he u u e o eaching a e COVID-19
will be complex, unce ain, and con ingen on policy decisions and p o essional di ec ions (Ha g ea es,
2021). A en ion needs o be gi en o oppo uni ies o p epa e he way o eache s o explo e
16 D. PEREIRA ET AL.
inno a i e me hods o p omo ing success ul ins uc ional deli e y in he imes o come (Cahapay &
Anoba, 2020). I is essen ial o ini ia e a cu iculum-based s uc u al shi while eimagining pedagogical
me hods wi hin he ealm o pos -COVID-19 educa ion (Bibe man-Shale e al., 2023). By emb acing
hese challenges and changes, eache s will no only enhance hei eaching p ac ices bu also c ea e a
mo e esilien and adap i e amewo k ha add esses he e ol ing needs o s uden s as well as hei
own needs.
Disclosu e s a emen
No po en ial con lic o in e es was epo ed by he au ho (s).
Funding
This wo k was inancially suppo ed by Po uguese na ional unds h ough he FCT (Founda ion o Science and
Technology) wi hin he amewo k o he CIEC (Resea ch Cen e on Child S udies o he Uni e si y o Minho)
p ojec s.
Abou he au ho s
Diana Pe ei a holds a PhD in Educa ional Sciences –Cu icula De elopmen by he Uni e si y o Minho/Eu opean
PhD (Mala dalen Uni e si y, Sweden) and a Mas e s Deg ee in Educa ional Sciences –specializa ion in E alua ion by
he Uni e si y o Minho. She has published you wo k in in e na ional jou nals wi h impac ac o and is membe o
na ional and in e na ional p ojec s, mainly in he a ea o Educa ional Sciences. He esea ch in e es s include assess-
men , lea ning and eaching p ocess, eedback, cu iculum de elopmen , educa ional leade ship, educa ional policies
and highe educa ion.
Diana Aguia Viei a PhD is a psychologis , Associa e P o esso wi h agg ega ion (T
ı ulo de ag egado) who eaches
beha iou al sciences a he Po o Accoun ing and Business School (ISCAP), Poly echnic Ins i u e o Po o (P.PORTO),
Po ugal. and esea che a he Cen e o O ganiza ional and Social S udies Poly echnic Ins i u e o Po o (P.PORTO),
Po ugal. Fo me Vice-Dean o Po o Accoun ing and Business School (ISCAP). Founde and coo dina o o he
Coaching, Ca ee and Pe sonal De elopmen Uni (2011-2018) and he Alumni O ice (2012-2018), bo h a ISCAP.
Fo me P o-Rec o o P.PORTO o Employabili y and Alumni S a egy. Founde o he ICAReAlumni In e na ional
Con e ence & Communi y (h ps://ica ealumni.com/). He esea ch in e es s include alumni ela ions, ca ee de elop-
men , employabili y, coaching, highe educa ion, so skills, sel -e icacy and Social Cogni i e Theo y. She has been
in ol ed in in e na ional esea ch p ojec s and pa ne ships wi h Eu opean and B azilian uni e si ies.
Ma ia Assunc¸~
ao Flo es wo ks a he Uni e si y o Minho, Po ugal. She ecei ed he PhD in Educa ion in 2002 a he
Uni e si y o No ingham, UK. He esea ch in e es s include eache p o essionalism and iden i y, eache educa ion
and p o essional de elopmen , cu iculum and assessmen , leade ship, and highe educa ion. She has published
ex ensi ely on hese opics bo h na ionally and in e na ionally. She is cu en ly di ec o o he Resea ch Cen e on
Child S udies a he Uni e si y o Minho. She is also a membe o he Boa d o he Teache Educa ion Policy in
Eu ope ne wo k and o he In e na ional Fo um o Teache Educa o De elopmen .
Eus
ebio And
e Machado has a deg ee in Philosophy om he Uni e si y o Po o, a Mas e ’s in Philosophy o
Educa ion and a PhD in Educa ion om he Uni e si y o Minho. He also comple ed an Eu opean Diploma o
Ad anced S udies a he Uni e si
e Pie e Mend
es F ance (G enoble). He is cu en ly doing a Pos -Doc o a e in
Educa ional Sciences a he Ins i u e o Educa ion o he Uni e si y o Minho. He is a S a Teache a Ag upamen o
Tomaz Pelayo (San o Ti so) and a Visi ing Assis an P o esso a Uni e sidade Po ucalense (Po o), whe e he co-o di-
na ed he PhD in Educa ion and he Mas e s in Educa ion Adminis a ion and Managemen . He is also a esea che
a he Resea ch Cen e o Child S udies a he Uni e si y o Minho. Since 2008, he has wo ked wi h he Minis y o
Educa ion’s Di ec o a e-Gene al o School Adminis a ion on eache aining and aining e alua ion. He is a aine
o he Pes alozzi P og amme o he Council o Eu ope (S asbou g). He is cu en ly a membe o he Boa d o
Di ec o s o ADMEE-Eu ope ep esen ing Po ugal, P esiden o he Scien i ic Council o he Na ional Associa ion o
Teache s and a membe o he San o Ti so Municipal Educa ion Council. He is he coo dina o o he In eg a
Cen e - Local In eg a ed Suppo Cen e o he P omo ion o School Success in he municipali y o San o Ti so. He
is he au ho and co-au ho o se e al books and scien i ic a icles in he ield o educa ion, pa icula ly in he a eas
o assessmen , eache aining, supe ision and educa ional policies.
E a Fe nandes is a Junio Resea che a Resea ch Cen e on Child S udies a he Ins i u e o Educa ion o he
Uni e si y o Minho, Po ugal. She comple ed he PhD in Educa ional Sciences, Specializa ion in Cu iculum
De elopmen in he same uni e si y. He esea ch in e es s a e assessmen , compulso y educa ion, eache
COGENT EDUCATION 17
educa ion, eache s’wo k and p o essional de elopmen , pupil oice, eache leade ship, and highe educa ion. She
has published pape s in pee - e iewed scien i ic jou nals and pa icipa ed in na ional and in e na ional esea ch
p ojec s.
ORCID
Diana Pe ei a h p://o cid.o g/0000-0002-3550-1855
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