Abstract

This study determines the factors associated with teachers’ beliefs and practices during the pandemic. An online instrument was 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.