There was no financial support for conducting this study. This article was supported by national funds through the Fundação para a Ciência e a Tecnologia, I.P (Portuguese Foundation for Science and Technology). through the project UIDB/05064/2020 (VALORIZA – Research Centre for Endogenous Resource Valorization).
This study was conducted in the context of the COVID-19 pandemic and, more specifically, within
the research project ‘Teaching and Learning in Times of COVID-19: Teachers’ and Students’
Perceptions in Cross-border Regions’. This study—conducted in Portugal—intended to diagnose
the perceptions of basic education teachers and students regarding distance learning (D@L),
considering a wide range of variables. This study was developed based on a multi-perspective
approach, and data were collected via questionnaire surveys with open- and close-ended questions.
In this study, we only intend to understand teachers’ perceptions and, more specifically,
issues pertaining to teaching professionalism. The results reflect teachers’ perceptions of the
transformations and challenges of D@L, the affirmation and recognition, and the ethical and
deontological issues associated with the teaching profession following the educational changes
imposed by the pandemic. More concretely, they suggest that D@L was accompanied by transformations
or challenges that led to the reconfiguration of teaching and learning processes and
contributed to the professional development of the study participants. However, the response
trends differed because D@L has enabled the affirmation and social recognition of the teaching
profession and raises ethical and deontological questions regarding the participants’
professionalism.
