ABSTRACT
The contemporary European context foreshadows many challenges for young people who want to pursue a teaching career. Our study is of interest in the initial preparation for the teaching career of students who have experienced online school and who are required to reconfigure their training in the direction of solid skills, especially digital. Opinion polls reveal a demotivation of students towards school learning, a fact amplified by the Coronavirus pandemic that fundamentally changed the development of the educational process. University departments that train teachers have struggled to provide high-quality training due to the limitations of the pandemic. In the perspective of similar challenges, the initial training of teachers is much more intensely calibrated to the technological needs of education. Requests to increase the quality of education that depend on the quality of teachers are imperative. This study is conducted to find out the opinion of future teachers about the training requirements for the teaching profession. The aim of the study is to survey among young people preparing for teaching careers their motivation for learning in the context and in the perspective of professional teaching standards. The methodology includes recruitment, sampling and application of tools. We used opinion questionnaires to identify the reasons for choosing the initial training in the educational field and the awareness of the difficulties and standards required by this profession. The conclusions of the article indicate that the reasons for choosing a teaching career are diverse, associated with individual options and a superficial knowledge of a teacher's skills. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
All around the world, schools and universities should re-think and update teaching to adjust to technological changes and exploit their potentialities by means of hybrid teaching (Limone, 2013). Considering teaching in presence as absolutely good and online teaching as bad and necessary only during the pandemic is ideological, reductive and wrong (Ferri, Moriggi, 2018). If properly used in an ad-hoc pedagogical approach, technology represents an opportunity for students (Bonaiuti, Dipace, 2021), who can participate in training and updating processes and better adapt to changes. The long and complex post-pandemic period should allow the experimentation of a better integration between teaching in the classroom and technologically 'augmented' teaching. The process of digitalisation and methodological innovation should become permanent, as suggested in Mission number 4 -- Education and Research of the NPRR. This was the starting point for an explorative survey (Lucisano, Salerni, 2002) conducted with 400 students of the University of Bari in order to research their challenges and levels of satisfaction with the online courses attended in the a.a. 2020/2021. The survey shows the difficulties with distance teaching and presents an overview on possible future blended approaches.
ABSTRACT
Literacy is a complex and dynamic phenomenon that varies across history, language, and geography. The present review considers the roles of literacy in an international development perspective. First, an overview is provided of the history and definitions of literacy, considering its evolution from a dichotomous concept (literate/illiterate) to a continuum of writing, reading, and numeracy across the life span. Second, key contemporary aspects of literacy are described, including the effects of language of instruction policies, technology, and emergent crises on literacy acquisition in low-and-middle income countries. In conclusion, considerations and recommendations for literacy promotion are linked to broader issues in educational planning and international development. © 2023 Elsevier Ltd. All rights reserved.
ABSTRACT
PurposeThe purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students;interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies;and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.Design/methodology/approachAn exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.FindingsThe perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.Originality/valueThis paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.
ABSTRACT
This article sets out a methodology for integrating a focus on the student voice in deliberations about the future of teaching and learning in the Arts and Humanities. Qualitative data gleaned from JISC's 20/21 Student Digital Experience Insights Survey and feedback collected from students studying on undergraduate programmes in the Faculty of Arts at the University of Nottingham in the United Kingdom (UK) is used to sketch out pedagogical imaginaries of the future that can be used heuristically by universities as they work their way through the pandemic and out the other side. The imaginaries, it argues, act as tools to kickstart debates, underpin experimentation and inform pedagogical planning and design. To address questions of credibility and plausibility, the imaginaries are rooted in the present, embody empirical trends and are consistent with practices, structures and technologies that have come to prominence during the pandemic.
ABSTRACT
Among the things that will be remembered about the year 2020 are phrases like "You're still on mute" and "Can I share my screen?" They are emblematic of how educators have been challenged to navigate uncharted waters of remote learning and overnight technological adaptation. To quote another phrase that will be remembered as a cliché, "These are unprecedented times." Learning Forward's newest network, Design Professional Learning for a Virtual World (DPLV), is designed to meet educators' pressing needs in this unusual moment by supporting districts and states with proactive planning tools and processes. Learning Forward and DPLV's first cohort of nine district and state education agency members are collaborating on how to stay strategic through the compounding challenges of responding to COVID-19, a national reckoning with racial injustice, and growing fiscal uncertainty caused by a mix of public health and public policy developments. This article describes the work of the DPLV as they engage in a planning process with customized coaching tailored to their local contexts and needs during and beyond the pandemic.
ABSTRACT
The COVID-19 pandemic gives a big impact on various aspects of human life, including higher education institutions. Institut Agama Islam Negeri (State Institute for Islamic Studies) Surakarta (IAIN Surakarta) as one of the Islamic higher education institutions in Indonesia has developed online learning management using Moodle platform. This study tries to measure the level of implementation of learning management in three dimensions of Moodle-based online learning, planning of learning, implementation of learning and evaluation. This study used a quantitative approach with a sample of 718 students from five faculties based on the descriptive analysis, report showed that planning of learning was in the high category with an average of 4.06 (in scale 5), the implementation of learning was in the medium category with an average of 3.35 and evaluation of learning was also in the medium category with an average of 3.14. It meant that it was necessary to optimize the implementation and evaluation of learning. While the results of CFA showed that the three manifest variables were below 0.4, namely the use of Zoom, Google Meet or others (outside Moodle) for synchronous ([lambda] = 0.01, mean = 3.86), the use of Google Classroom, WhatsApp or others for asynchronous ([lambda] = 0.04, mean = 4.31), and the examination in the form of assignments ([lambda] = 0.11, mean = 3.86). So, it can be concluded that the use of e-learning based Moodle has less optimal in implementation and evaluation of learning. Therefore, it is necessary to improve the quality of applications, supporting facilities and user capabilities.
ABSTRACT
The COVID-19 pandemic has caused a butterfly effect all over the world, giving rise to storms in many areas such as education, health and economy. Considering the partners of the educational organizations, it was seen that many students, parents, teachers and administrators were deeply affected by the epidemic process. Many countries had to close their schools to prevent the spread of the epidemic. In the study it was aimed to understand what happened and to put forward some practical solutions based on the opinions of administrators, teachers, students and parents regarding distance education during the COVID-19 pandemic. In the study, a multiple case study design was used to examine the distance education process comprehensively according to the qualitative research method. The opinions of the administrators, teachers, students and parents in distance education process in different regions and socio-economic schools of Izmir were consulted according to the maximum diversity sampling method. Their opinions were collected via a semi-structured interview form using Zoom application and the data were subjected to content analysis. As a result of the analyzes, when the distance education process was evaluated from the point of view of managers, it was seen that they experienced problems in crisis management, teacher motivation and planning. Teachers, on the other hand, were found to have problems in classroom management and digital literacy. The students had difficulties in motivating in the lesson and gave up attending live lessons due to systemic problems. It was determined that parents had difficulties in supporting their children. Policy makers work on possible scenarios in order to be prepared for possible crisis moments such as COVID-19 pandemics, managers are trained for crisis and change management, assigning individuals with sustainable leadership qualities as managers, ensuring teachers to receive the necessary training to become literate of information and communication technologies, developing students' skills such as self-control and problem solving, implementing a family education system that includes pedagogical support for parents, etc. are among the suggestions brought in the context of the study.
ABSTRACT
Education, science, and technology disciplines at all levels have never been more important, more exciting, or more crucial for its broader impacts on human society. The need for advanced technical skills is increasingly pressing to address climate change, combat COVID and other diseases, enhance the infrastructural built environment, grow food sources to feed an expanding planetary population, make new scientific discoveries, and interface synergistically with the arts, humanities, and social sciences. Teachers/instructors/mentors/professors need to be proficient in the best ways to convey knowledge and motivate the next generations of productive and engaged citizens of an increasingly diverse planet on which its human inhabitants must learn to confront and surmount increasingly difficult challenges to survival and prosperity. Students need to be focused on honing their learning skills and adapting to an ever-evolving global economy demanding always higher levels of technical proficiency. Students also need to be free to pursue any and all areas of interest without interference from cultural, political, ideological, or faith-imposed limitations. Policymakers need to provide the financial and human resources to fuel the engine of education, and they must create the maximum possible latitude for both those who teach and those who learn to pursue science, technology, engineering, and mathematics to their limits. This book contributes to addressing these needs and to suggesting potential solutions from multiple global perspectives. Adaptability of instructional methods, relevance of instructional content to students' lived experiences, and sensitivity to the mental and physical demands imposed on students must be hallmarks of education. The book is divided into three sections related to studies on education, science, and technology. Each section includes three chapters. The chapter's contributors are from the following countries: the United States, Germany, Greece, Indonesia, the United Kingdom, Russia, and Malaysia. This diversity brings an international perspective to the book.
ABSTRACT
In the context of the COVID-19 emergency, the closure of Italian schools from March 2020 has imposed the full use of distance learning, as well as a general rethinking of time, space and teaching/learning methodologies. In this study, we will introduce the outcomes of an analysis carried out on the planning of Service Learning (SL) activities that took place during the professional training course called 'All'Avanguardia per l'innovazione'. The course, which was designed before the pandemic, has been redesigned during the health emergency and required teachers to write a project work on didactic planning in SL. From the perspective of distance learning, didactic planning has integrated the 'virtual' component and become E-Service Learning or Virtual-Service Learning. This planning has been analysed in relation to the LifeComp framework because it fosters the development of the competences that are necessary to manage the complexity of the current scenario, it perfectly integrates with the identifying elements of SL and includes some indicators of the DigComp framework that aims at the development of student, teacher and school digital skills that are necessary to manage distance learning. The first outcomes of the analysis highlight how didactic planning covers the development of the different competences promoted by the LifeComp framework.
ABSTRACT
Instability caused by the coronavirus pandemic (COVID-19) completely transformed teaching and learning in schools. Throughout this time, teachers and school leaders have had to find new ways to conduct lessons, assess learning, and maintain relationships with the children in their care. This guide is designed to support teachers and school leaders in identifying and addressing the key areas for development in their setting. It offers practical advice and signposts evidence-informed resources on a variety of areas of teaching practice, from ensuring high quality teaching to removing non-academic barriers to attainment. Drawing on the Education Endowment Foundation's (EEF's) tiered model, the guide is designed to support school planning. The guide aids school leaders in determining how best to focus time, effort, and resources by identifying evidence-informed strategies with the greatest potential to support pupil attainment. Alongside these strategies, the planning guide includes an array of school case studies and expert insights from school leaders, teachers and teaching assistants.
ABSTRACT
The University of Dallas Rome program, in the face of growing health and safety concerns, suspended its operations due to the accelerating COVID-19 pandemic in March of 2020. This brief article reflects on actions taken in the days and weeks leading up to the suspension of all activities and closes with a series of lessons learned and reflection questions. While universities and their study abroad programs are still responding to COVID-19 challenges, institutional leaders can learn a great deal from the experience and in preparation for future challenges. This article's reflections and open-ended questions seek to promote greater discussion and planning for those future challenges.
ABSTRACT
The purpose of this paper is to analyse faculty and students' takeaway lessons from the pandemic classroom, comparing the educational partners' views on the transition from incampus to online learning. Data collection was conducted through focus groups to understand the key issues at the level of an educational program, the collected responses being used to highlight the overall perception on the online classes during the pandemic, the most frequently uses online tools, the adaptive strategies to maintain engagement and foster learning and the assessment requirements for completing the 2020-2021 academic year. The results show that while most respondents define the experience as tiresome and complicated, faculty and students alike found enough resources to overcome the challenges and that despite the lack of preparedness for education in times of crisis, the educational process can go on when sufficient effort and commitment are put together. The value of the research is that it brings together faculty and student voices, interpreting a shared experience of the emergency remote education, the findings being useful for preparing educational strategies ensuring the resilience of higher education programs in times of unexpected disruptions. [ FROM AUTHOR]
ABSTRACT
PurposeThe purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i(3) pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students;interpret the transversal competences for the sustainability developed in Ocean i(3) within the framework of institutional teaching choreographies;and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis. Design/methodology/approachAn exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability. FindingsThe perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i(3), although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted. Originality/valueThis paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.
ABSTRACT
The professional learning of academics working in UK higher education (HE) can be a complex enterprise occurring across a multitude of (in)formal learning encounters, challenging academics to negotiate and prioritise their time and the opportunities available to them. This study investigates the professional learning of academics in UK HE, focusing upon those factors which enable or encumber these activities to flourish. A mixed method case study of a single UK university involving questionnaire, interview and photovoice methods was undertaken. Twelve academics were selected from the academic staff questionnaire (n = 182) to be interviewed and photograph their professional learning experiences. Participants reported that time, space and prioritising what they learnt were encumbering factors, but an enabling agent came from the intervention of 'knowledgeable others'. The findings suggest that the role of the 'knowledgeable other' will have important implications for academic developers in developing their practice in supporting academics' professional learning. [ FROM AUTHOR]
ABSTRACT
Within the framework of the European Space of Higher Education responding to educational needs is essential. To a great extent, the success of this response depends on the development of a competence model based on students' selflearning skills. Following the rise of online education caused by COVID-19, we aim to know and analyze a group of postgraduate university students' strategies in an online teaching and learning situation. More specifically, we explored differences stemming from their access degree. The participants were asked to respond to a standardized questionnaire about learning strategies. The answers of the questionnaire were reviewed using quantitative analyses. The results show differences between three groups, especially in their use of search strategies, selection and processing information. Arts and humanities students obtained better results than students who had completed degrees in the field of social science, law, engineering and architecture. Therefore, it is necessary to insist on the need to continue studying this complex area, not only from the perspective of students but also of teachers. (English) [ FROM AUTHOR] En el marco del Espacio Europeo de Educación Superior responder a las necesidades formativas es primordial, desde el desarrollo de un modelo competencial basado en las habilidades de autoaprendizaje del estudiantado. Constatado el auge de modalidades no presenciales y su crecimiento a causa del COVID-19, situamos nuestro problema de investigación en conocer y analizar las estrategias empleadas en un conjunto de estudiantes univer sitarios de postgrado en una situación de enseñanza y aprendizaje online, explorando las posibles diferencias que pudieran presentar en función de su titulación de acceso. A los participantes se les solicitó responder a un cuestionario ya estandarizado sobre estrategias de aprendizaje y las respuestas del cuestionario fueron examinadas mediante análisis cuantitativo. Los resultados ponen de manifiesto la diferencia entre tres grupos, especialmente en el uso de estrategias de búsqueda, selección y procesamiento de la información donde los estudiantes de la rama de artes y humanidades obtuvieron mejores resultados que los grupos de sociales y jurídicas, así como de los estudiantes de ingeniería y arquitectura. Se concluye insistiendo en la necesidad de seguir indagando este complejo ámbito, no únicamente desde la perspectiva del estudiantado sino también del profesorado. (Spanish) [ FROM AUTHOR] Dans le cadre de l'Espace européen de l'enseignement supérieur, il est essentiel de répondre aux besoins de formation, en s'appuyant sur le développement d'un modèle de compétences basé sur les capacités d'auto-apprentissage des étudiants. Compte tenu de l'essor de l'enseignement à distance et de sa croissance grâce à COVID-19, nous avons fixé notre problématique de recherche pour connaître et analyser les stratégies utilisées par un groupe d'étudiants universitaires de troisième cycle dans une situation d'enseignement et d'apprentissage en ligne, en explorant les éventuelles différences qu'elles pourraient présenter en fonction de leur degré d'accès. Les participants ont été invités à répondre à un questionnaire standardisé sur les stratégies d'apprentissage et les réponses au questionnaire ont été examinées par une analyse quantitative. Les résultats montrent la différence entre les trois groupes, notamment en ce qui concerne l'utilisation de stratégies de recherche, de sélection et de traitement de l'information, où les étudiants de la branche des arts et des lettres ont obtenu de meilleurs résultats que les groupes sociaux et juridiques, ainsi que les étudiants en ingénierie et en architecture. Nous concluons en insistant sur la nécessité de continuer à étudier ce domaine complexe, non seulement du point de vue des étudiants mais aussi de celui du personnel enseignant. (French) [ FROM AUTHOR] Copyright of Educatio Siglo XXI is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
This article addresses the theme of municipal education, based on a critical perspective, based on a literature review and document analysis. The objective is to examine the implications of the Covid-19 pandemic on school planning and organization in the city of Ponte Alta do Tocantins. In a complex and challenging context for education systems and their educational institutions, the data and documentary information in this study point to a consonance between the city's school planning and organization with national and state standards, guidelines and guidelines, especially with regard to remote learning. And the bibliographic results show that the Municipal Education System faces major challenges in this pandemic context, among them, the in-depth discussion on federative relations and the collaboration regime within this municipality and its Education System with the state and the State Education System, as a way to support the management of municipal education.
ABSTRACT
The experiential tsunami produced by the pandemic's entry into 2020 provoked a thoughtless pedagogical change, with no possibility of modifying the articulation between virtual teaching and learning processes. Despite the widespread use of electronic devices and their connection to the internet, the lack of a virtual pedagogy showed a lack of strategies, scenarios and guidelines that could only be overcome through the ethics of positivity. From the Didactics of Mathematics, we demand a considered approach to the pedagogical needs required by the new virtual situation, i.e. a comprehensive epistemological approach. (English) [ FROM AUTHOR] El tsunami vivencial producido por la entrada de la pandemia en 2020 provocó un cambio pedagógico irreflexivo, sin posibilidad de modificar la articulación entre procesos de enseñanza y aprendizajes virtuales. Pese al amplio uso de los dispositivos electrónicos y su conexión a internet, la falta de una pedagogía virtual mostró la carencia de estrategias, escenarios y pautas que tan solo pudo ser sobrepujada mediante la ética de la positividad. Desde la Didáctica de las Matemáticas, reivindicamos un ponderado planteamiento de las necesidades pedagógicas que requiere la nueva coyuntura virtual, es decir, un planteamiento epistemológico integral. (Spanish) [ FROM AUTHOR] Copyright of Utopia y Praxis Latinoamericana is the property of Revista de Filosofia-Universidad del Zulia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
ABSTRACT
The onset of the coronavirus disease 2019 (COVID-19) pandemic has prompted school districts in the United States to offer remote schooling options for their K-12 students. The authors of this report fielded the third American School District Panel (ASDP) survey in June 2021 to assess districts' plans to offer both temporary and more-lasting remote instruction options starting in fall 2021. The key ASDP findings presented in this report draw on the responses of 292 district leaders after weighting those responses to make them nationally representative. Results from the June 2021 ASDP survey suggest that K-12 remote instruction will outlast the pandemic. Remote instruction can be delivered in various forms, however, and the survey questions delved into three: a temporary option for fully remote instruction in fall 2021, fully online courses, and standalone virtual schools. The authors explore differences in districts' pre-pandemic offerings and plans to offer multiple remote instructional modes in the 2021-2022 school year by district type. Virtual schools have had the most marked growth. Only 3 percent of surveyed districts ran a virtual school before the pandemic began. Since the pandemic began, however, the number of districts running virtual schools has grown ninefold. And nearly one-quarter of surveyed districts that had no plans to operate a virtual school in the 2021-2022 school year had at least some interest in operating a virtual school sometime in the future. [For a related report, "Technical Documentation for the Third American School District Panel Survey. Research Report. RR-A956-6," see ED615291.]
ABSTRACT
In the fifteen years of working in higher education (with the vast majority of those years in the registrar's office), the authors have participated in all types of emergency planning--a registrar staple--including earthquakes, fires, severe weather, floods, bomb threats, and even H1N1 pandemics. But none of that planning truly prepared them for the experience of the first year of the COVID pandemic. However, there have been many lessons in resilience, about finding new ways of working, new ways of teaching, and new ways of learning that will inform and change practices into the future. It is wise to take these opportunities to embrace those changes that serve and make them part of the new canon. The opportunity can also be taken to identify those practices that were have held onto that no longer serve and let them go. After this year, very few people will remember clearly what it was like in the "before times." This article includes the story of one institution's response to scheduling, the forces that drove, the lessons learned, and how those systems use thinking to steer a response.