Science Teachers’ Practices During the Pandemic in Portugal

  • Mónica Baptista Institute of Education, University of Lisbon, Portugal
  • Estela Costa Institute of Education, University of Lisbon, Portugal
  • Iva Martins Institute of Education, University of Lisbon, Portugal
Keywords: pandemic context, science teachers, online teaching and learning, pedagogical skills, technological skills


This paper aims to examine how science teachers adapted their practices to the context of the Covid-19 pandemic and what they learned during the period of confinement.

The participants are fifteen science teachers who currently collaborate on a STEM research project. To collect the data, we used two techniques (individual interviews and teachers’ individual written reflections), which have been analysed using an inductive content analysis approach. The results reveal that adjustments have been made in the design and management of classes. Synchronous classes using digital platforms and other communication infrastructure have been held; experimental distance activities have been implemented, and online courses based on a television programme have been taught. In addition, during the period of confinement, to enable distance learning, teachers developed pedagogical skills using technological skills. Finally, this study highlights the importance of teachers’ role in crisis management, such as during the Covid-19 pandemic.


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How to Cite
Baptista, M., Costa, E., & Martins, I. (2022). Science Teachers’ Practices During the Pandemic in Portugal. Center for Educational Policy Studies Journal, 13(2), 31-56.