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Rapid and continuous changes in digital technologies have changed both classroom practices and teacher profiles in education. It can be argued that a new context of teaching may lead some teachers to develop a different teacher identity in order to meet the needs of the era. Within this perspective, this case study attempts to explore the impacts of Information and Communication Technologies (ICT) revolution in education on teachers' professional identity through the lens of three English instructors from three different contexts in Turkey. The study particularly focuses on reflections of teachers during the pandemic. As a theoretical framework, the study adopts Wenger's (1997) social theory of learning and, within this framework, it discusses these teachers' professional identities in relation to their ICT usage. In particular, three modes of belonging, Engagement, Imagination and Alignment, are underlined. A qualitative approach is employed based on the written history documents of the participants and semi-structured interviews as data collection tools. The findings are gathered with a deductive thematic analysis, and they illustrate that teachers have some external and internal difficulties regarding their ICT usage, and they form a new shape of professional identity mainly through collaboration, community expertise and contributing new ideas in their school contexts. Although the use of new digital technologies mostly enables them to adopt a positive and modern teacher identity in their teaching contexts, it also leads some of them to sometimes question their teacher identity due to their limited ICT knowledge and competence. Thus, the study suggests some implications both for language teachers to invest in their digital identities, and for school administrations to create a friendly atmosphere where the community of expertise can be shared freely among teachers.
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The objective of this article is to present an analysis of the process of reflection-action of teachers in the context of the SarsCov 2 pandemic and, to this end, we compare some educational policies and practices of teacher training developed in the Faculty of Education and other spaces of the Fluminense Federal University. We conduct research in action and about action, experiencing intercultural and interdisciplinary dialogues to understand, produce and intervene in university educational culture. The debate led us to collectively define democratic, innovative, intercultural and interdisciplinary strategies. The analysis of the conjuncture and the didactic-methodological resizing demanded, predominantly virtual, made us conclude that between crossings, the construction of intersubjective actions boosted instituting and insurgent actions in the face of the tensions of a time of human suffering that required us to build strategies to, in this collective action, celebrate and value life. For writing, we adopted a descriptive-analytical perspective, historicizing some of the processes ofparticipatory and dialogical self-organization.
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Rooted in Black feminism, intersectionality theory entered critical legal studies and travelled to public health and beyond. This chapter demonstrates one of many ways to apply intersectionality theory using a descriptive intercategorical approach to quantitative data. In so doing, I attempt to tell an intersectional story to make visible the intersectional inequalities for Canadians' concerns for self-health during the first wave of COVID-19 pandemic. For pedagogical purposes, I share a subset of Statistics Canada's COVID-19 Impacts Survey 2020 dataset of 239,143 participants and Stata code to encourage students to practice estimating intersectional outcomes and ask questions to explicate health inequalities. Although interrogating the systems of power is critical, this project does not statistically analyse but draws on the literature to discuss how interacting power structures might shape intersectional peoples' experiences. In addition, the analysed dataset is not representative of the Canadian population. Nonetheless, it might be helpful to showcase a case study on introductory-level quantitative intersectionality research. I hope, despite these limitations, this case study and the pedagogical tools will contribute to greater access to intersectionality research, generating a cadre of intersectionality data translators in public health. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The COVID-19 pandemic has highlighted the need for higher education institutions to modernize and embrace the post-digital age. This study evaluates students' perspectives of utilizing MS Teams as a means of facilitating remote learning during the pandemic. The Technology Acceptance Model (TAM) was employed as the theoretical framework to examine students' views on self-efficacy, facilitating conditions, ease of use, usefulness, and intention to use. The results showcase positive views of MS Teams, with self-efficacy rated the highest among the five constructs, followed by ease of use, facilitating conditions, intention to use, and usefulness. Additionally, no significant differences were found in students' perceptions based on gender. MS Teams has proven to be a successful platform for delivering online learning and communicating, bridging the divide of distance and time in teaching and learning. As discussions about the future of higher education in the post-pandemic world have commenced among academia and university officials, it is crucial to consider the impact of COVID-19 on student learning and provide suggestions for a more sustainable and effective post-pandemic education. © 2023 IEEE.
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The coronavirus crisis modified work routines in all professional fields, including university education with the temporary closure of academic buildings. Spanish universities continued to function despite the restriction of movement (State of Alarm Decree of 14 March 2020) as the teaching staff modified their routines by adjusting their theoretical and practical teaching procedures to the requirements of non-classroom teaching. This article is an approach to the perceptions and experience of university lecturers during the pandemic and the post-pandemic stage. Methodologically, it compares the case study previously carried out in the Faculty of Social Sciences and Communication of Pontevedra (Gomez Lopez and Alende Castro, 2022) with the findings of the present publication provided by lecturers from the universities of Navarra, Pontificia de Salamanca, Complutense de Madrid, Salamanca, Pompeu Fabra, La Laguna, Santiago de Compostela and A Coruna. The study involves a mixed methodology, with data collected from a standard questionnaire and an interview. The results show that the efforts made by Spanish teachers and higher education centres made up for the limitations of the physical classroom during the pandemic but transferred to the virtual classroom the resources of the face-to-face methodology. However, no significant progress was made in new teaching methodologies that would allow progress to be made towards more flexible educational models.
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The immersion of digital technologies in the initial training of Natural Sciences teachers has become even more complex since the beginning of the Covid-19 Pandemic. In this sense, the present study proposed to analyze how digital technologies are present in the training of Natural Sciences teachers. For this, 15 semi-structured interviews were carried out and an online questionnaire was applied to teachers and students of the Biology, Chemistry and Physics subprojects of the Pedagogical Residency Program/Capes (RP/Capes) of the Federal University of Bahia (UFBA). Based on the principles of Critical Discourse Analysis, the reports identified difficulties in problematizing training with digital technologies, in view of the need to restructure the curricular matrices of the degrees, in addition to the already rooted instrumental training of future teachers. In this way, it is essential to expand the promotion of initial teacher training programs, such as PR, regarding the need to remove the instrumentalizing perspective that limits dialogue with technologies, making actions attentive to the potential of such digital spaces. © 2023 Universidade Federal do Rio Grande do Sul, Instituto de Fisica. All rights reserved.
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Statistics is an important component of the knowledge base for health care professionals. In this essay, it is argued that statistical knowledge for teaching (SKT) should be considered an important component of their preparation as well. Health care professionals often must help others understand the statistical basis for recommendations they make. A COVID-19 press briefing is used to illustrate the need for SKT when making high-stakes recommendations related to public health. It is conjectured that efforts to educate the public during the press briefing would have been enhanced if the presenters had deeper knowledge of the general public's common statistical thinking patterns, the typical statistics curriculum experienced by members of their audience, and contemporary tools for teaching statistics. The importance of such knowledge to support smaller-scale individual interactions is also discussed. A call for SKT-centered partnerships between educational researchers and medical researchers is made;such partnerships could be mutually beneficial to the development of both fields and to society at large.
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During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers' technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers' personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers' personal teaching efficacy significantly and positively predicted all the TPACK dimensions;meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed. © 2023 IEEE.
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We faced the challenge of a rapid transition of our university on campus programs, professors, and students to remote synchronous delivery (RSD) via virtual classrooms as the COVID-19 pandemic closed our campuses. Like Alice in Wonderland and her creature colleagues as they struggled their way across the pool of tears, many post-secondary educators anguished at the sea of challenges before us as we faced this abrupt shift to remote synchronous delivery (RSD). Required to work online from our home offices, professors began to explore teaching via video conferencing platforms like Zoom. We paused to briefly take stock and plan a course of action. It seemed as if we could possibly reach the brink of mayhem in attempting this transition en masse within two to three short weeks. How would this transition proceed and what professional development workshops and webinars would assist - especially for instructors who had not taught extensively before via RSD and video conferencing platforms? In my role as Associate Dean for Faculty Development at a medium-sized university in Canada, I seized upon the tried and true "process-content approach" as our solution - that is, having our professors experience and do RSD learning themselves as they discussed how to teach remotely. This chapter explains this approach and describes how to do such transitional workshops in an educative and efficient way. We found that "...the best way to explain it is to do it" (Carroll, 2000). © Springer Nature Switzerland AG 2021. All rights reserved.
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What has English for Academic Purposes (EAP) writing had to encounter during the Covid-19-induced distance education in addition to the common challenges of students' difficulties in the face of a lack of social collaboration? This study drew upon the theoretical framework of the Holistic Shepherd Leadership Approach (HSLA) to address these issues in a junior EAP course in a hybrid mode, and to examine learners' perceptions of their experiences of writing an opinion letter regarding Sustainable Development Goals (SDG). The researcher employed tests of entry and exit-level writing proficiency assessed in terms of quality and quantity, a semi-structured self-administered questionnaire, and stratified interviews to collect 34 participants' responses. The results showed positive pedagogical, cognitive, and affective results, linked with mixed conceptions regarding technical issues, and emerging challenges related to the holistic needs of different levels of learners. Implications and pedagogical strategies are offered. © 2022 Taiwan English for Specific Purposes Association. All rights reserved.
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My biggest fear about teaching a social studies methods class with COVID restrictions was talking "at" my teacher candidates and not modeling interactive and engaging social studies education. Social studies education should be engaging and student-centered. In this article, I offer technological adaptations to lessons that center around three main ideas of history/social studies teaching: Promoting Historical Inquiry, Facilitating Discussions, and Supporting Civic Engagement. With advances in technology and digital learning tools, challenging and active social studies instruction can be achieved in a virtual or hybrid learning environment.
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Objective. The research aims to carry out a documentary review framed in the impact of ICTs in the pedagogical praxis in Ecuador. Design/Methodology/Approach. A bibliographic review was carried out through the identification, selection and organization, analysis, interpretation and presentation of information, through written documents in order to account for the topic addressed, prioritizing academic and scientific literature where contributions on pedagogical practice and ICTs during the validity of the pandemic in Ecuador. This made it possible to account for the advances in educational practices with ICTs, and the demands for their use in the Ecuadorian pedagogical sphere, as well as reveal judgments and prejudices around the subject. Results/Discussion. Investigations emphasize that the arrival of the SARS-CoV-2 virus showed that governments gave proof that they were not prepared to deal with a disease of this magnitude. Similarly, educational institutions and students were not. This constituted a traumatic disruption to the face-to-face classes of educational institutions and very particularly in the university environment. The educational institutions were faced with a scenario that they had not foreseen. Although ICTs had been implemented at a moderate pace in the Ecuadorian educational system, the arrival of the pandemic created great uncertainty in the evaluation and pedagogical work. The measurement of the impact of ICTs in the pedagogical praxis in Ecuador has been carried out fundamentally in a limited way to certain programs, localities or educational levels. Conclusions. The present investigation reveals that although, before the COVID 19 scenario, research and proposals for the implementation of ICTs in the Ecuadorian pedagogical field were being carried out in Ecuador, protected by national regulations derived from the development of international agendas, the arrival of the SARS-CoV-2 virus caused a disruption in these developmental processes. Given the outbreak of the pandemic, the national government established the suspension of face-to-face classes. This caused the acceleration of the use of ICTs in the educational field, such as teleworking and distance education, in the midst of a context of high uncertainty as a result of the health emergency and the lethality of COVID-19 in the nation. Originality/Value. The study allows us to offer a prismatic view of the opportunities offered by the inclusion of ICTs as a core element in education during the crisis. At the same time, it allows exploring the background of ICTs as a complement and transformative aspect of pedagogy before and after the pandemic. © 2023 The Author(s).
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PurposeThe aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context.Design/methodology/approachAn explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers.FindingsThe quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.Research limitations/implicationsThe design of the current research may have limited the authors' potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time.Practical implicationsThe research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.Originality/valueThe study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study's findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts.
ABSTRACT
Due to the unprecedented situation caused by a global pandemic, the traditional way of teaching that is reliant on face-to-face interaction between teachers and students has been dismantled. This article looks into university teachers' experiences of teaching under lockdown, with an intention to understand what the change meant in terms of social practice. The research follows a qualitative design, in which ten university teachers were interviewed using a semi-structured interview guide. Three themes interwoven with a common thread were identified through teachers' reflections, including displacement, routine, and role. The common thread was identified as the interaction between teachers and students, and analysing the quality of this interaction led to understanding the social kernel of teaching as embedded in social practice, suggesting that physical dislocation demands teachers to recreate meaning in the new situation. This change has been seen as difficult, yet unpacking teachers' perceptions provided valuable lessons for the future.
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Our experience with business and economic students indicates limited understanding and confidence when working with macroeconomic data such as unemployment rate, labor force participation rate, business cycles, and price indexes. To close this gap, the authors have developed and evaluated a college classroom experiential activity defined as the Storytelling Project (SP) conducted in nine principles of economics courses in a mid-size private university over a period of two years during the COVID-19 pandemic. In the SP, students wrote personal stories that assisted them in connecting with their audience and then visually presented complex economic data. A workbook supplemented the SP with learning objectives, tasks, multiple examples of data analysis, storytelling techniques, and videos. Participants completed a self-efficacy and attitude survey of perceived cognition, confidence, and motivation and took an assessment to evaluate cognitive competencies. The survey and assessment results were compared against students who did not complete the SP. Our results indicate that the SP and the workbook are effective experiential learning activities that improve data analysis and communication skills among college students. Students show more confidence and motivation in macroeconomics and data analysis at the end of the semester. Knowledge or cognitive competency is ranked higher among those completing the SP.
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Pakistan is going through a period of transition after Covid-19 pandemic situation which created a dire need to use computer as a tool and other online resources in the classrooms. To contribute to this situation, the present study investigated the effects of using computer as a tool and Penzu software as online source for language instructions. The study used experimental design and conducted a classroom experiment of 40 higher secondary school students ( 20 experimental & 20 in control group) through pre/post-tests over different period of time to examine development in students' writing skills. On post-test-I, it was observed that students in the control group showed sudden rise in the development of writing skills compared to experimental group. But, on post-test-II and III, students in the experimental group showed consistency in the development in writing skills while control group could not maintain their consistency of development in writings. Hence, findings of the study revealed that using computer as a tool for instructions and Penzu as online resource to conduct writing activities proved more useful in improving students' writing skills compared to the students in the control group. Finally, findings also revealed that students became more independent in self-corrections in the experimental group and continued to expand their learning outside the classroom while control group was dependent on teacher and could only find time in the classroom for corrective feedback which limited students' learning to their classroom. In addition to this, the study recommends that further computer applications and other online resources can be more useful in language instructions apart from teaching writing skills. Besides, findings of this study have significant theoretical and practical implications pertaining to EFL teachers' professional development, teaching skills and students' learning environment.
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The Covid-19 pandemic has had a massive effect on education. The education sector quickly transforms its curriculum to address the need of both teachers and students. Online learning has become the mode of instructional delivery;however, not everyone can fully participate in and benefit from this modality. A similar experience has taken place with the Pre-Service Teachers doing their teaching internship. In the Philippines, a teaching internship is a required component of all teacher education programs. Student teachers must undergo practice teaching in a real classroom setting. Due to the transition of instructional delivery from face-to-face to online learning, Pre-service teacher need also to adapt to this. They have to observe classes online and perform their teaching demonstrations remotely. Hence, this study aimed to determine the perceived teaching competency of the pre-service science teachers in terms of pedagogical skills, student performance assessment skills, and classroom management skills. It also described the teaching internship performance level in the new learning environment. Furthermore, this also served to investigate the significant relationship between perceived teaching competency and teaching internship performance of Pre-service Science Teachers. This study employed a descriptive- correlational design. It was conducted on 55 Pres-service Science Teachers in one of the Teacher Education Institutions (TEIs) of Iligan City, Philippines. The findings of the study indicated that pre-service science teachers were perceived to be very competent in their pedagogical skills, student performance assessment skills, and classroom management skills. Moreover, there was a significant relationship between the teaching internship performance level and their perceived teaching competency in terms of their pedagogical skills.
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The COVID-19 pandemic has forced universities and schools around the world to adopt online learning. Teachers may wonder if their students can attain satisfactory learning performance in an online learning environment without teachers' on-the-spot attention. In order to develop students' skills in programming, promote their enjoyment of learning and intention to learn to program, the researchers integrated two innovative teaching approaches, using online peer-facilitated learning and distributed pair programming, and investigated the effects of these on students' online learning performance. This study conducted an experiment that included 128 undergraduates from four class sections of Department of Finance. Thus, the experimental design in this research was a 2 (Peer-facilitated learning vs. non-peer-facilitated learning) × 2 (Distributed pair programming vs. non-distributed pair programming) factorial pretest/post-test design. The participants in this research mainly consisted of four classes of students from a non-computer or information department who took a compulsory course on programming design.' Both quantitative and qualitative data were collected in this study. According to the results, the peer-facilitated learning group exhibited significantly better development of programming skills, enjoyment of learning, and intention to learn, than the non-peer-facilitated learning group. However, expected effects of enhancing the learning of the students in this study who received the distributed pair programming were not found. The design of online pedagogy can be a reference for online educators. The implications of applying online peer-facilitated learning and distributed pair programming to support students' learning and the design of online programming courses are discussed.
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Art training of specialists of various art specialties is described to be provided by pedagogical, professional art, design and architectural educational institutions. It is perceived as a unified system that functions on the synergistic basis of the integration of art and pedagogical traditions and innovations and is developed in unity with the evolution of various types and genres of classical and modern art. Thus, the article outlines the objective factors that lead to the development of the methodology of its organization on the basis of information and technology under both favorable and socially unreliable conditions. Taking into consideration the contemporaneity, the temporal discreteness of the art and pedagogical conditions of fine art students' training is determined as the one that arose due to the COVID-19 epidemic and the war in Ukraine, and caused the disruption of educational process and made teachers organize it in a mixed mode preferring online technologies. Proceeding from the information mentioned, the necessity to develop an informational profile for fine art students, based on the application of their digital footprints, is actualized. The authors developed an algorithm for the collecting, structuring and analyzing digital footprints of the would-be art specialists' training, which is based on the clarification of the "digital footprint" concept, its art and educational context and the main placement platforms. The pedagogical value of monitoring digital footprints at each of the stages of specialists' art training in temporal discrete, art and pedagogical conditions was verified. It was based on the statistical analysis of the collected data on the electronic portfolio evaluation, the quality of training in drawing and pictorial art of the students on education and professional program of bachelor degree, as well as the results of the problem-based online discussion in which teachers and students participated.
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The global pandemic caused by Covid-19 has led to the fact that more than 1.8 billion children and young people around the world found themselves outside the classroom education process. This prompted the expansion of digitization processes, the search for effective solutions to support remote educational interaction, which is reflected in articles of the American, Malaysian, Spanish, Iranian, Ukrainian, etc. scientists The analysis of foreign experience proved the interest of the world educational community in the introduction of mobile services, messengers, in particular the Telegram messenger, as a tool for supporting the educational process. The article examines the problem of using the Telegram messenger to support the educational process in higher education institution in the conditions of quarantine restrictions caused by the global Covid-19 pandemic. Modern messengers, in particular Telegram, Viber, Facebook Messenger, WhatsApp, are analyzed due to criteria (commerciality, functionality, architecture, security) and indicators. The advantages of using the Telegram messenger to support the educational process are outlined, in particular: cross-platform, support for synchronous and asynchronous interaction, the ability to exchange messages in different formats, support for various types of interaction, the ability to ensure the fulfillment of many pedagogical tasks. The essence, advantages and possibilities of using the chatbot tool from the Telegram messenger are described. The psychological and pedagogical recommendations for increasing the pedagogical effect of using the Telegram chatbot are provided. The educational interaction results after using the Telegram messenger were analyzed (survey of 112 students, learning results evaluation in the experimental (112 persons) and control (110 persons) student groups). The empirical research shows that the Telegram messenger allows supporting the educational process in the conditions of quarantine restrictions, with saving quality indicators, as well as achieving pedagogical goals.