| Figures | ||
| 1.1 | Lewin’s AR model. | 13 |
| 2.1 | Teaching and learning methodologies and strategies in remote education. | 26 |
| 4.1 | 1. Initial expectations; 2. Learning objectives; 3. Trainer’s performance; 4. Programmatic content; 5. Technical-pedagogical resources; 6. Supports used; 7. Training support documentation. | 57 |
| 6.1 | Active methodologies used by teachers from Brazil and Portugal. | 89 |
| 6.2 | Resources used by students for P.E. classes in remote education. | 90 |
| 6.3 | Approaches to P.E. classes by students and teachers. | 91 |
| 6.4 | Tools used by students and teachers. | 91 |
| 6.5 | Teachers’ perspective of students’ engagement in activities. | 92 |
| 6.6 | Perspective of the students and their engagement in the activities. | 93 |
| 6.7 | Perspective of the teachers and students of this experience of the distance/remote teaching. | 94 |
| 6.8 | Final assessment of P.E. teachers on remote job. | 94 |
| 6.9 | Final balance of students on distance/remote job in P.E. | 95 |
| Tables | ||
| 4.1 | Distribution of frequencies and averages for each question, grouped by each dimension under study. | 58 |
| 4.2 | Mean ranking of each question contained in the various dimensions under study. | 59 |
| 6.1 | Participation of the students in the prospective activities, Teachers/Students. | 93 |
In: Fostering Values Education and Engaging Academic Freedom amidst Emerging Issues Related to COVID-19
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Yusef Waghid
Yusef Waghid
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Zehavit Gross
Zehavit Gross
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