Professional Teaching Development and Basic Education in the Covid-19 Pandemic

Abstract

This work aims to investigate the work and professional development of Brazilian teachers during emergency remote teaching in the COVID-19 pandemic, considering aspects such as working conditions, teaching-learning, and mental health. A sample of 364 basic education teachers in Brazil was assessed using self-report instruments considering sociodemographic data, working conditions, aspects related to teaching work and teaching learning (activities, knowledge and teacher education), mental health, and meaning in life. The results showed that changes in teaching work occur amid the absence or limited experience of most teachers with online teaching and/or the use of digital technology, in addition to the lack of adequate support and working conditions. The main tasks were mediated by technology, and didactic knowledge played a fundamental role in this context. The education offered to teachers by the institutions was largely insufficient, causing the need for complementary (self)education. Experiential knowledge has been shown to be fundamental in teaching and learning. Finally, mental health was shown to play a crucial role in this professional development process, in addition to demonstrating a positive correlation with the presence of meaning in life. The implications for the professional development of teachers are discussed.