Polytechnic Institute of Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal; VALORIZA – Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, Campus Politécnico, 10, 7300-555 Portalegre, Portugal; Corresponding author. Polytechnic Institute of Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal.
Luísa Carvalho
Polytechnic Institute of Portalegre, Praça do Município, 11, 7300-110 Portalegre, Portugal; CIEP – Centre for Research in Education and Psychology of the University of Évora, Colégio Pedro da Fonseca, Universidade de Évora - Apartado 94, 7002-554 Évora, Portugal
Amélia Marchão
VALORIZA – Research Centre for Endogenous Resource Valorization, Polytechnic Institute of Portalegre, Campus Politécnico, 10, 7300-555 Portalegre, Portugal; Polytechnic Institute of Portalegre, Praça do Município, 11, 7300-110 Portalegre, Portugal
Álvaro Ratero
GRUPOEDE, Centre for 20th Century Interdisciplinary Studies - Institute for Interdisciplinary Research, University of Coimbra, R. Augusto Filipe Simões 33, 3000-457 Coimbra, Coimbra, Portugal; University Isabel I, Calle de Fernán González, 76, 09003 Burgos, Spain
Fernando Rebola
Polytechnic Institute of Portalegre, Praça do Município, 11, 7300-110 Portalegre, Portugal
This study was conducted in the context of the COVID-19 pandemic and, more specifically, within the research project ‘Teaching and Learning in Times of COVID-19: Teachers’ and Students' Perceptions in Cross-border Regions'. This study—conducted in Portugal—intended to diagnose the perceptions of basic education teachers and students regarding distance learning (D@L), considering a wide range of variables. This study was developed based on a multi-perspective approach, and data were collected via questionnaire surveys with open- and close-ended questions. In this study, we only intend to understand teachers' perceptions and, more specifically, issues pertaining to teaching professionalism. The results reflect teachers' perceptions of the transformations and challenges of D@L, the affirmation and recognition, and the ethical and deontological issues associated with the teaching profession following the educational changes imposed by the pandemic. More concretely, they suggest that D@L was accompanied by transformations or challenges that led to the reconfiguration of teaching and learning processes and contributed to the professional development of the study participants. However, the response trends differed because D@L has enabled the affirmation and social recognition of the teaching profession and raises ethical and deontological questions regarding the participants' professionalism.
