The role of the explicit and the implicit in teacher training. The case of Emergency Remote Teaching

The teacher’s profession is studied through implicit aspects (beliefs and attitudes) and explicit practices. Non-cognitive knowledge, essential for classroom management, can be made explicit for reflection and professional growth. Research within Anglo-American educational frameworks has shown the influence of teachers’ beliefs on teaching and assessment methods, with support from constructivist theories. Attitudes significantly impact teachers’ intentions and practices. This study examines beliefs and practices in formative assessment and student engagement across three schools during emergency remote teaching in the COVID-19 pandemic. Data were collected via semi-structured interviews, questionnaires, and focus groups. The findings suggest that teacher training programs should integrate both implicit and explicit aspects to avoid perpetuating outdated professional models. Sustainable changes in teaching require practice-based, community-supported training that allows feedback and promotes professional growth, preparing teachers for future challenges.