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A. Teaching planning in the context of remote education
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| A.1 Curriculum coverage/prioritization was an orientation that collaborated with the design of teaching in the subject in which it is performed in the context of remote training. |
| A.2 Curriculum coverage/prioritization involved the redesign of teaching in the context of remote training. |
| A.3 Curriculum coverage/prioritization of the subject was fully covered in the context of remote training. |
| A.4 Preparation or adaptation of the classes incorporated strategies or activities of learning the subject in the context of remote training. |
| A.5 Preparation or adaptation of the classes responded to the learning (knowledge, skills, and/or attitudes) of the subject in the context of remote training. |
| A.6 Teaching design required more time in the context of remote training. |
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B. Methodologies in the context of remote training
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| B.1 Strategies used promoted the development of interdisciplinary work in the context of remote training. |
| B.2 Strategies used for classroom development were innovative (problem-based learning and/or project-based learning, among others) in the context of remote training. |
| B.3 The activities used facilitated the development of learning (knowledge, skills and/or attitudes) among students in the context of remote training. |
| B.4 The activities carried out allowed for peer-to-peer work in the context of remote training. |
| B.5 Activities promoted self-regulation of student learning in the context of remote learning. |
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C. Teaching resources in the context of remote training
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| C.1 The educational materials (guides, workbooks, etc.) used are sufficient to facilitate understanding of the content in the context of remote training. |
| C.2 The construction of educational materials (guides, workbooks, among others) required more time in the context of remote training. |
| C.3 The technological tools (social networks, slides, multimedia resources, among others) used were diverse for the development of activities in the context of remote training. |
| C.4 Technological tools (social networks, slides, multimedia resources, among others) were a fundamental support for the student to understand the content in the context of remote training. |
| C.5 The use of virtual platforms (Moodle, Zoom, Meet, among others) was effective for the teaching-learning process in the context of remote training. |
| C.6 The teaching resources (educational material, technological tools and virtual platforms) facilitated the explanation of the content and the resolution of questions in the context of remote training. |
| C.7 The use of didactic resources (educational material, technological tools, and virtual platforms) collaborated with the development of learning among students in the context of remote learning. |
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D. Evaluation for learning in the context of remote education
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| D.1 The formative evaluations made it possible to carry out an accompaniment to the teaching-learning process in the context of remote training. |
| D.2 Summative evaluations allowed certification of learning results in the context of remote training. |
| D.3 The evaluative instruments they used were consistent with the learning developed (knowledge, skills, and/or attitudes) in the context of remote training. |
| D.4 The evaluative instruments were adapted to the context of remote training. |
| D.5 The evaluation instruments used made it possible to demonstrate the learning developed (knowledge, skills, and/or attitudes) by the students in the remote training context. |
| D.6 The evaluation instruments used were pertinent to qualify learning (knowledge and skills) in the context of remote training. |
| D.7 The teaching feedback that was made to the activities or work of the students collaborated with the development of their learning (knowledge, skills, and/or attitudes) in the context of remote training. |
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E. Social interaction in the context of remote training
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| E.1 The instances of dialog between teachers and students were favored in the context of remote training. |
| E.2 The teacher-student relationship was favored in the context of remote training. |
| E.3 The instances for the exchange of ideas and/or experiences among students were favored in the context of formation. |
| E.4 The relationship among students was favored in the remote training context. |
| E.5 Student participation in instances of consultation and/or comment was strengthened in the context of remote training. |
| E.6 The construction of the classroom climate for the teaching-learning process was favored in the context of remote training. |
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F. Pedagogical support in the context of remote training
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| F.1 The educational institution in which you work has implemented mechanisms for monitoring curricular prioritization in the context of remote training. |
| F.2 The educational institution in which you work provided clear guidelines regarding the planning or design of teaching in the context of remote training. |
| F.3 The educational institution in which you work provided theoretical and practical knowledge regarding the didactic strategies that are necessary for the remote training context. |
| F.4 The educational resources provided by the educational institution were relevant to meet the training needs of teachers in the context of remote training. |
| F.5 The educational institution in which you work has digital platforms that helped teaching in the context of remote training. |
| F.6 The educational institution provided or reinforced theoretical and practical knowledge regarding the use of digital platforms that enabled facing the context of remote training. |
| F.7 The educational institution generated an evaluation plan to ensure the learning of its subject in the context of remote training. |
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G. Open questions
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| What facilitators can you mention about your experience as a teacher in the context of remote training? |
| What obstacles can you mention about your experience as a teacher in the context of remote training? |
