“The current pandemic has forced many teachers to move all their classroom lessons online in a very short space of time. As such, we believe it is necessary to go one step further than “emergency” online teaching, still predominant in many institutions, and offer evidence-based perspectives that allows teachers to see which teaching practices could have an impact on online learning, and consequently, help them plan and teach their classes more efficiently”, explained Carme Carrillo.

 

In the published analysis, the lecturer states the “need for a pedagogical approach that relies heavily on the social and collaborative components of learning as a starting point, and the need to equip teacher educators with a set of professional competences in which the socio-affective is at its very core”.

 

The study was carried out with the support of Dr Maria Assunçao Flores, researcher in the field of international teacher education and training from the Institute of Education at the University of Minho (Portugal) and former chair of the Board of Directors of the International Council on Education for Teaching (ICET).