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RESEARCH PAPER
Beliefs and Practices About Remote Teaching Processes During the Pandemic: A Study with Chilean Mathematics Teachers
1
Center for Advanced Research in Education (CIAE), Universidad de Chile, CHILE
2
Instituto de Ciencias de la Educación, Universidad de O’Higgins, CHILE
3
Universidad de Concepción, CHILE
Publication date: 2021-09-02
EURASIA J. Math., Sci Tech. Ed 2021;17(11):em2023
KEYWORDS
ABSTRACT
This study determines the factors associated with teachers’ beliefs and practices during the
pandemic. An online instrument designed and implemented for Chilean mathematics teachers,
with a total of 423 math teachers participating. The instrument is found psychometrically valid to
study teachers’ pedagogical-technological beliefs and their remote practices. The results show
teachers’ high self-efficacy levels regarding the personal use of technology, but moderate self-efficacy in integrating technology in teaching. Moreover, teachers see a much more active role for
themselves than for students in online activities. Gender differences were only significant for
teaching practices, where the results reported women as more active than men. Teacher age is
not recognized as a factor affecting teachers’ pedagogical-technological beliefs and their remote
practices. Finally, the study confirms a significant influence of socioeconomic context in teachers’
beliefs and practices during the pandemic. It recommends that policymakers need to provide
adequate resources and knowledge to support teachers in integrating technologies in distance
education, especially those working in the public sector.
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