Lockdown, Online Learning, and Sense of Coherence: How I Managed to Finish My Master's Degree During the COVID-19 Pandemic

In this chapter, I explore how I managed to finish my study course during a rapid shift from offline to online mode due to the COVID-19 lockdown. With the help of an autoethnographic method, I analyse the issues I encountered and my responses to the stressors. To self-reflect on my experience, I draw upon the salutogenic framework with the focus on its key construct, sense of coherence (SOC). Firstly, I describe the theoretical underpinnings of SOC and its three components: comprehensibility, manageability, and meaningfulness. Secondly, I define resistance resources and their role in coping with stressful stimuli. Finally, with the help of the 13-item scale, I measure my level of SOC and self-analyse my experience based on the domains of this construct. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

A case study was initiated from the perspective of three research questions: 1) CLIL teachers’ practices at secondary schools of Aktobe during COVID-19 pandemic;2) challenges for the teachers;3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring’s (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers’ conceptualization of their CLIL practices. The analysis of teachers’ reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers’ attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers’ CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students’ interaction during the lessons, and stakeholders’ attitudes and perceptions of the approach. The obtained data enables to understand Science teachers’ practices in terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a non-traditional classroom. © 2022 by the authors;licensee CEDTECH by Bastas.