Emergency Remote Teaching and Teacher Training: The Role of Implicit Beliefs in Lasting Educational Change

This study examines teachers' beliefs and practices on formative assessment, engagement, and learning during emergency remote teaching in three omnicomprehensive schools. Data from semi-structured interviews, questionnaires, and focus groups highlight the importance of addressing both implicit and explicit aspects in teacher training. Literature suggests that effective training should consider these elements to avoid replicating outdated professional models. For sustainable change, training should be embedded in communities of practice, allowing feedback and rooted in classroom experiences, which research indicates encourages lasting adaptability in teaching. This paper presents findings from the first (qualitative) phase, based on interviews with school principals.