<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000100005</article-id>
<article-id pub-id-type="doi">10.21814/rpe.21108</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensinar em tempos de COVID-19: um estudo com professores dos ensinos básico e secundário em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in times of COVID-19: A study of Portuguese elementary and secondary school teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Enseñar en tiempos de COVID-19: un estudio con profesores de primaria y secundaria en Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Maria Assunção]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Eusébio André]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Palmira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Diana Aguiar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho Centro de Investigação em Estudos das Criança (CIEC) ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Portucalense  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho Centro de Investigação em Estudos das Criança (CIEC) ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico do Porto ISCAP ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>5</fpage>
<lpage>27</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente estudo visou compreender o modo como os professores portugueses se adaptaram aos contextos de ensino a distância face à pandemia da COVID-19. Do ponto de vista metodológico, realizou-se um estudo quantitativo, de natureza extensiva, com o recurso a um inquérito por questionário online, ao qual responderam 2369 professores de todos os níveis de ensino. Os resultados obtidos mostram que os participantes tiveram que lidar com um conjunto complexo de dificuldades relacionado com o trânsito abrupto para um &#8220;ensino remoto de emergência&#8221;, o que implicou a criação de condições de acesso aos alunos, à reorganização da escola e do trabalho docente, à adaptação do processo de ensino e aprendizagem e ao domínio de diversas plataformas e ferramentas para interagir com os alunos. Embora prevaleça uma perceção positiva da capacidade das escolas e dos professores, sobretudo na valorização de recursos endógenos e da colegialidade, ressaltam os efeitos de sobrecarga de trabalho, stress, ansiedade e esgotamento, bem como a incapacidade de garantir uma resposta universal e inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed at understanding the ways in which Portuguese teachers have adapted to distance teaching as a result of the COVID-19 pandemic. A national survey was carried out through an online questionnaire. In total, 2369 teachers participated in the study. They came from all sectors of teaching. Findings show that the participants had to deal with a complex number of difficulties associated with the abrupt transition from face-to-face teaching to &#8220;emergency remote teaching&#8221;. This has implied the creation of conditions for pupils to access teaching, the reorganisation of teachers&#8217; and schools&#8217; work, the adaptation of the teaching and learning process and the mastery of diverse platforms and tools in order for teachers to interact with their pupils. Although a positive perception of the schools and teachers&#8217; capacity linked to the valorisation of the internal resources and collegiality has been identified, negative effects were also highlighted. These included overload, stress, anxiety and burnout as well as the lack of capacity to provide an inclusive and universal response.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio era comprender cómo se han adaptado los profesores portugueses a los contextos de enseñanza a distancia ante la pandemia de COVID-19. Desde el punto de vista metodológico, se llevó a cabo un amplio estudio cuantitativo mediante una encuesta con cuestionario en línea, a la que respondieron 2369 profesores de todos los niveles de enseñanza. Los resultados obtenidos muestran que los participantes tuvieron que hacer frente a un complejo conjunto de dificultades relacionadas con el cambio abrupto a una "enseñanza de emergencia a distancia", que supuso la creación de condiciones de acceso a los estudiantes, la reorganización del trabajo escolar y docente, la adaptación del proceso de enseñanza y aprendizaje y el dominio de diversas plataformas e instrumentos para interactuar con los estudiantes. Aunque prevalece una percepción positiva de la capacidad de las escuelas y de los profesores, especialmente en la valoración de los recursos endógenos y de la colegialidad, se destacan los efectos de la sobrecarga de trabajo, el estrés, la ansiedad y el agotamiento, así como la incapacidad de garantizar una respuesta universal e inclusiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[professores do ensino básico e secundário]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[assessment]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[elementary and secondary education teachers]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[evaluación, COVID-19]]></kwd>
<kwd lng="es"><![CDATA[profesores de primaria y secundaria]]></kwd>
</kwd-group>
</article-meta>
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