Online teaching and learning in Portugal during the Covid-19 pandemic: Differences between public and private schools

Diogo Conceição, Pedro Freitas, Gonçalo Lima, Luís Catela Nunes and Ana Balcão Reis, Nova School of Business and Economics, Universidade Nova de Lisboa
Concurso para apoiar projetos de investigação sobre o impacto social da covid-19 (LL20-3)

In Portugal, the covid-19 pandemic led to temporary school lockdowns and a generalised move to online teaching. This article uses data from a survey administered to teachers between March 2020 and January 2021 in three rounds of questionnaires. It shows that the pandemic affected public and private schools differently and led to increased inequalities in education, as many students did not have access to computers and the Internet. The situation improved over time, especially in private schools, where students are mostly from higher-income families. Overall, teachers were able to diversify their teaching and assessment methods. However, they believed that it would take a long time for students to recover the learning losses, with public school teachers being more pessimistic. Nearly half of public school teachers surveyed believed that this recovery would take two terms or more, whereas over a third of private school teachers made this prediction. This data was collected before the second lockdown, which started in January 2021. Teachers’ estimates for recovery time have likely increased since then.
Key points
  • 1
       During the first lockdown, teachers diversified their online teaching methods and assessment practices in both public and private schools.
  • 2
       In public schools, streaming online instruction rose from 22% in March 2020 to 89% in May 2020. In private schools, it rose from 63% in March to 98% during this period.
  • 3
       In March 2020, at the beginning of the first lockdown, the vast majority of public school teachers (78%) reported that more than 10% of their students didn’t have access to a computer and the Internet. Only 39% of private school teachers reported this problem.
  • 4
       In March 2020, at the beginning of the first lockdown, the vast majority of public school teachers (78%) reported that more than 10% of their students didn’t have access to a computer and the Internet. Only 39% of private school teachers reported this problem.

Classification

Author

Diogo Conceição, Pedro Freitas, Gonçalo Lima, Luís Catela Nunes and Ana Balcão Reis , Nova School of Business and Economics, Universidade Nova de Lisboa

Tags

Subject areas

Related content

Article

Are immigrants more ambitious than their non-migrant compatriots?

Does emigration always bring with it a dose of ambition? We analyse whether immigrants are more oriented toward success, risk, and money than their non-migrant compatriots.

Article

The evolution of the economy and the rejection of immigration in Europe

Behind rejection of the other, and xenophobia, lie factors such as the country’s macroeconomic evolution, individual economic vulnerability and worker exposure to job competition.

Article

Participate or win? Women, men and competitiveness

Are women worse at competing? This article shows that factors exist, of a cultural nature, that can explain part of the discrimination that women suffer in the jobs market.

Article

Does unemployment harm mental health?

Stress, depression, insomnia, tension, feeling of uselessness… This article analyses how the mental health of workers was affected by the economic crisis and long-term unemployment.

Article

Is there a motherhood penalty affecting promotion at work? The hidden costs of flexible working hours

Are mothers at a disadvantage when being considered for promotion at work? This study shows that they are not, providing that they have not taken options such as flexible or reduced working hours or teleworking.

You may also find interesting

Article

An experimental examination of attentional bias in medical care during the covid-19 pandemic

An experimental examination of attentional bias in medical care during the covid-19 pandemic

Social Inclusion

In many countries, the incidence, prevalence, and mortality rates of the covid-19 virus have disproportionately affected non-white people, but there is a lack of published data explaining this phenomenon. Are admissions to intensive care units proportional among white and black people? Are physicians more likely to, unknowingly, pay more attention to white patients and therefore be more likely to offer them life-saving intensive care treatment?

Article

Perceptions of Portuguese teachers, health professionals and older adults about covid-19 vaccination

Perceptions of Portuguese teachers, health professionals and older adults about covid-19 vaccination

Social Inclusion

This study aims to identify and evaluate the main perceptions, attitudes, and knowledge about Covid-19 vaccination of three at-risk groups: teachers, health professionals and older adults.

Article

Covid-19 pandemic and educational services for children ages 0-3 in Portugal: health measures, pedagogical practices and well-being

Covid-19 pandemic and educational services for children ages 0-3 in Portugal: health measures, pedagogical practices and well-being

Social Inclusion

This research addresses the implementation of Covid-19 prevention and control measures, pedagogical practices, children’s and professionals’ well-being and digital health literacy in early education services for children ages 0-3 in Portugal.