ABSTRACT
This qualitative study analyzed pedagogical effects of multilayer mitigation in a Thai classroom. The triangulated data set were confidential, comprising teachers' voluntary anonymous information, pedagogical views and opinions, respectively. First, pupils' low absence rates enabled pedagogical focus on learning losses, which were mainly skills. The second effect was related to assessment. None of the teachers mentioned test results as learning loss indicators but regarded learning and qualified assessment as dynamic processes. An interesting dilemma was the learning loss measurements by non-pedagogical experts. Mostly those were presented as test scores, working hour counts, or annual formalities. However, optimized learning strategies' research had existed for decades, being responded better by these pupils. The third effect was the improved resilience of pupils and caretakers. Initially worried parents turned relieved. Resilience fostered the intrinsic motivation of all. When compared to some countries, firmer resilience made the difference in learning loss endurance for this group. "All-inclusive" mitigation had given families meaningful support. They shared visions of community roles, mediated by teachers and school management. The latter were backed by epidemiologists and medical experts. Further studies should discuss schools in a longer timeframe. External, quantified test scores without in-depth pedagogical analyses seem outdated by the early fourth pandemic year.
ABSTRACT
The transition to distance learning during COVID-19 has completely overturned the teaching-learning way of the world's education system. Based on the technology acceptance model, this study was conducted to explore what factors might affect the teachers' attitudes toward the online teaching regime. Structural equation modeling was employed to analyze data drawn from high school teachers in Vietnam. The findings presented that the perceived usefulness of digital teaching was the most fundamental determinant of teachers' attitudes and played a mediating role in linking the perceived ease of use to attitude. As an external factor, school assistance was significantly associated with both perceived ease of use and perceived usefulness, which provides facilitating conditions to ensure successful adoption of online teaching. Age and teaching experience also had a significant influence on external assistance and teachers' attitudes, respectively. This investigation sheds light on promoting digital transformation in the education sector in Vietnam and other countries.
ABSTRACT
School closures because of the COVID-19 emergency forced a rapid transition to distance learning worldwide. In this study, we investigated teachers' experiences with distance learning during the first Italian lockdown. A sample of 270 primary and secondary teachers answered a semi-structured questionnaire administered between April and May 2020. Didactic modalities, students' and teachers' difficulties with distance learning, and teachers' feelings during school closure were investigated through open-ended questions. Content analysis indicated that most teachers adopted both synchronous and asynchronous modalities, which resembled the traditional classroom learning environment. Moreover, technological weaknesses (lack of proper digital equipment and poor digital skills) and lack of interactions appeared to be the main threats to the quality of distance learning. The implementation of distance learning in primary schools emerged as more challenging than in secondary education. Furthermore, most teachers experienced negative feelings during online teaching. However, 13% of the sample reported a sense of resilience and opportunity. Particularly, older teachers reported more resilience compared with younger teachers, indicating the importance of experience in managing stressful teaching events. Overall, findings suggest that-in this novel educational environment-teachers' role has changed significantly, placing strong emphasis on the ability to encourage communication, discussion, and contact with students. Future work should focus on how information and communications technology could sustain meaningful interactions between students and teachers, especially in primary education.
ABSTRACT
This study revealed the current situation and developments in teacher evaluation in primary and secondary schools by reviewing 54 articles published in the recent decade (i.e., from January 2012 to October 2022). The coding scheme was developed based on the three components of effective teacher evaluation systems: "what”, "how”, and "who”. Specifically, we investigated the frameworks used for teacher evaluation, methods of evaluation, and participants in teacher evaluation. Based on our results, most studies evaluated teachers from the dimension of Instructional Support. Evaluation through video recording became popular due to technological advancement. Further, an increasing number of schools invited external experts to conduct teacher evaluations to ensure fairness. We also identified several crucial factors for teacher development: effective use of teaching resources and technology, high-quality feedback and communication, emotional support, classroom organization, and professional responsibilities. Due to COVID-19, many schools adopted distance learning, prompting the need to develop technological skills for teachers. Through the in-depth analysis of the current situation and development trends in the various dimensions of teacher evaluation in primary and secondary education, future research directions and issues were discussed and explored in this review.
ABSTRACT
PurposeContinuous training in professional teaching competencies has become one of the challenges of the school of the 21st century, especially if we refer to the mastery of digital competence. The aim of this study is to analyze the degree of digital competence of secondary school teachers of different areas of knowledge during the global pandemic of COVID-19 in the Galician autonomous community and obtain data that allow us to infer whether there is an association between individual variables such as age, gender, degree, work experience and their mastery of digital competence.Design/methodology/approachA cross-sectional descriptive quasi-experimental study is performed using an accidental sample of secondary school teachers from different fields of knowledge.FindingsThe different results obtained determine that the level of knowledge and use of digital media and tools is low. There are no significant differences depending on the variables analyzed, but it is necessary to establish specific continuing education plans for the improvement of digital competence in secondary school teachers to enable the effective use and management of information and communication technologies in future professionals.Originality/valueTherefore, the findings of this study allow the development of educational interventions focused on increasing the digital competence of teachers, taking into account their individual characteristics.
ABSTRACT
This study is part of a doctoral research that seeks to relate teaching beliefs and socioemotional competencies of elementary school teachers. This is relevant given the absence of studies of this type in Peruvian contexts in religious education and the need for changes in the curricular systems produced by Covid-19. For this purpose, a comparative correlational study was carried out with the objective of identifying the types of existing beliefs and how sex, age and years of service have an impact on the configuration of the beliefs of religion teachers. A total of 303 teachers from Lima-Peru participated. The Teaching Beliefs Questionnaire (CCRED) was used to assess value, competence and pedagogical beliefs. The results indicate that value beliefs predominate among teachers, followed by pedagogical and competence beliefs. It was also found that age and years of service are predictor variables of the establishment of beliefs, as opposed to sex. It is considered that this work contributes to deepen in fundamental variables for ICT training and to improve educational practice in post-pandemic contexts. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.
ABSTRACT
The study looked at language teachers' views of their students' disengagement in e-learning during COVID-19. It described their efforts on how to engage the learners beyond the screen, where teachers have no control, and how to overcome the issues disturbing students' engagement, motivation, and achievement. The study looked at learning engagement as an important requirement in e-learning, which is influenced by social factors including teachers' communication with students, students' interaction among themselves, and their collaboration in learning activities. This study used interviews, reports, and notes of 15 teachers to collect data from 15 language teachers in some Saudi secondary schools during the academic year 2020–2021. That year was completely delivered in e-learning platforms. The findings show that teachers ran into several difficulties to engage their learners in online sessions during that year;students lacked some ethics and requirements for e-learning;and technical issues disabled both teachers and learners from remaining in the learning engagement. These three main results propose a framework for educators, students, parents, and policymakers to deal with the obstacles and threats of learning engagement in online lessons. The study ends with suggestions for future studies. Copyright for this article is retained by the author(s)
ABSTRACT
Background: This article describes teachers' equity concerns related to teaching mathematics online as a result of the COVID-19 pivot to online/distance-based instruction. COVID-19 restrictions forced the creation of virtual education contexts that magnified existing equity issues related to access to technology and the challenges of providing inquiry-based, student-centered instruction. Methods: This study took place under conditions promulgated by the COVID-19 pandemic. Nine teachers agreed to share their observations and experiences with the sudden switch to teaching mathematics online. Our methods included two online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori, and emergent themes (Charmaz, 1995, Emerson et al., 2011). Findings: The results indicate that our participants experienced concerns for students and families struggling to effectively engage with and access online education, and shared the practices and online tools they found most and least helpful in enacting equitable instruction. Contribution: This work sheds light on how skilled and caring teachers leveraged prior experiences, collegial support, and technological tools to meet the challenges brought by the sudden transition to online mathematics pedagogy.
ABSTRACT
In March 2020, the COVID-19 Pandemic wreaked havoc on our nation's educational system. Students, teachers, and administrators were forced to engage in a new remote learning model, which was unfamiliar. This narrative study draws on the lived experiences of six K-12 teachers in Southwest Ohio urban school districts. The data analysis was examined through the lens of the Science of Learning and Development framework (SoLD). Findings highlight the impact of COVID-19 on curriculum implementation. Results show that unprepared teachers could not pivot to online learning effectively, which may intensify the educational gaps and inequities among students in six urban schools in Southwest Ohio.
ABSTRACT
The period when education services were tried to be provided remotely due to the COVID-19 epidemic enabled teachers to be intertwined with technology-supported teaching platforms. The acquisition of the technology required to use the platform, adaptation of the existing teaching strategies, methods, and techniques to the platform, and the need to stay in touch with all stakeholders related to education in this process have led to new experiences for teachers and many challenging situations. During this process, it was predicted that teachers frequently use their cognitive flexibility, which enables them to think about different solutions and make functional changes for different or problematic situations. The research is a survey study. Data were collected from teachers with the Cognitive Flexibility Inventory and the Attitude Scale towards Compulsory Distance Education. Their validity and reliability were retested within this research's scope. The results of this study, in which the data were analyzed with descriptive statistics, show that the cognitive flexibility of the teachers participating in the research was high during the epidemic period. They had attitudes that could not be evaluated positively or negatively regarding compulsory distance education. Although there is a relationship between teachers' cognitive flexibility levels and their attitudes towards compulsory distance education, it is low. The cognitive flexibility of teachers can predict a very small part of their attitudes towards compulsory distance education. The findings obtained from the research are discussed with other research results.
ABSTRACT
This study aims to examine the quality of distance education activities carried out during the COVID-19 pandemic, based on teachers' feedback from primary and secondary schools. In this context, the research was structured in a phenomenological design by employing a qualitative approach. The study participants consisted of 10 teachers determined by the maximum variation sampling method and the snowball sampling method. A semi-structured interview form developed by the researchers were used as data collection tools. The research data were collected through online interviews and also recorded. Research data were analyzed by the content analysis method. According to the findings of the study, teachers mostly used the EBA platform to conduct their distance education activities, school administrations provided limited support to teachers during the distance education process, students and parents had not shown significant interest in the distance education activities, students' participation in the live classes, and their desire to learn, motivation were quite low, and teachers during the distance education process have experienced some systemic and technical problems on the EBA platform. Within the scope of the research, various suggestions were presented as per the research results. [Note: The page range (61-75) shown on the PDF is incorrect. The correct page range is 61-74.]
ABSTRACT
The COVID-19 pandemic presented new challenges for educators who teach students with disabilities (SWD). Research on the experiences of SWD during the pandemic is limited, but what is known suggests that SWD access to services and supports declined during the pandemic and that steeper learning losses are likely. Pandemic interruptions may be particularly problematic for secondary SWD because they missed out on critical preparation experiences while approaching the transition to college and career. Given these disruptions, it is critical that educators have the support and training they need to accelerate learning for SWD moving forward. This report presents national survey findings from secondary school principals and educators from the spring of the 2020-2021 school year, exploring educators' access to and use of supports for teaching SWD. The analysis focuses on the roles that teachers play and the service delivery models that they use for teaching SWD.
ABSTRACT
Technological tools have affected education just as all areas of life. Especially nowadays, technological tools are highly utilized in the effective regulation of the teaching-learning process. Web 2.0 tools are included among these technological tools. Web 2.0 tools are used in mothertongue instruction as well as in all disciplines. This study is an attempt to examine the experiences of teachers who use Web 2.0 tools in mother-tongue instruction. We used the phenomenological design, which is one of the qualitative research designs, in our study. We considered the criterion sampling method in determining the participants. As the data collection tool, we administered an interview form to the teachers. Since we could not hold face-to-face meetings during the COVID-19 Pandemic, we used online platforms to interview the participants. Content analysis was used to analyze the data. We analyzed our data through the MAXQDA qualitative data analysis program and presented the results in figures. One of the notable results of our study was that mother-tongue teachers used numerous and different Web 2.0 tools in mother-tongue instruction. Another significant result of our study was that Web 2.0 tools used by teachers made a major contribution to the development of reading, writing, listening, and speaking skills. In addition, we concluded that the use of Web 2.0 tools in mother-tongue instruction had various contributions to both students and teachers.
ABSTRACT
The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants' views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance.
ABSTRACT
TPACK (Technological Pedagogical Content Knowledge) is a crucial necessity for instructors and teachers during the teaching and learning process, particularly when using instructional technologies. The goal of this study is to learn more about the TPACK level of knowledge and skill among school trainee teachers in teaching Arabic language and conducting online teaching and assessment during the shutdown of schools in Malaysia due to COVID-19 Movement Restriction Control (MCO). The 32 final year students from the Kulliyyah of Education, International Islamic University Malaysia, were purposefully selected as trainee instructors (IIUM). They were assigned to teach practicum in several secondary schools in Selangor, Malaysia, in order to fulfil the Bachelor of Education degree's graduation requirement. Open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO, platforms used, and further suggestions to strengthen the use of educational technology in implementing online assessment of Arabic learning were used to investigate the teachers' knowledge about three main components of TPACK, which include technology, content, and pedagogy, as well as open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO. The findings and findings are helping to improve the trainee teachers' comprehension of their level of knowledge and skill in technology, pedagogy, and material in teaching Arabic, particularly during online instruction and assessment during the COVID-19 epidemic. The research could also help schools enhance their online learning techniques in preparation for post-COVID 19 schooling.
ABSTRACT
This study aims to explore the experiences of English as a Foreign Language (EFL) teachers in teaching productive skills during emergency distance learning (ERT) and the COVID-19 pandemic and their recommendations for teaching productive skills online. Phenomenological inquiry, which is one of the qualitative designs, was employed to conduct the study. It took place in the 2020-2021 academic year in Turkey. Participants of the study consisted of 16 English as a Foreign Language teachers. Convenience sampling was executed to designate the study participants. The main data collection tool was semi-structured interview questions and data was collected via individual interviews, a focus group interview and via form by e-mail. Content analysis was administered in the data analysis process. Study results explored teachers mostly agreed on the fact that online education had its advantages such as easy materials access and online tools and some disadvantages such as lack of interaction, lack of scaffolding, internet access problems and learner-related problems. Also, they stated that it was hard to engage learners during the process, so they used games, authentic materials, videos, discussions and web 2.0 tools to provide engagement. Teachers discovered new online platforms and tools to make their lessons efficient. They mostly suggested changing the assessment style, making participation compulsory and conducting activities that can engage learners in the learning-teaching process. Consequently, it was seen that teaching productive skills in ERT was challenging in terms of student participation, however, teachers found solutions to it and they thought it was not a bad idea to teach productive skills online, especially speaking. Accordingly, hybrid education can be considered in the future in teaching English and teaching productive skills.
ABSTRACT
This study was conducted to examine in depth the influences of the Covid-19 pandemic on the resource systems of mathematics teachers. This qualitative study is based on the documentational approach to didactics and is a case study conducted with two secondary school mathematics teachers teaching in the 7th grade. The research was limited to the subject of equations and equalities. Reflective analysis was used as a data collection method in this study. The data were obtained from the participating teachers in two stages, pre-pandemic and pandemic periods. Data in the first stage, which included the pre-pandemic period, consisted of the schematic representation of resources system for the face-to-face education period of the equations and equalities subject before the beginning of the online education and the semi-structured interview conducted before the online education of the subject started. The data of the second stage including the pandemic period, were obtained through the schematic representation of resources system prepared by the teacher at the beginning of the online education, and the video and audio recordings of the lessons in which the teacher taught the equations and equalities unit in a certain class with online education during the pandemic period. In the first part of the data analysis, the data obtained from the teachers in the prepandemic period were subjected to content analysis and the resources systems of teachers in face-to-face education was revealed. As a result of the examination of the schematic representation of resources systems prepared by the teachers in this section for the face-to-face education period and the analysis of the interview data, two themes, "General Habits" and "Special for Face-to-Face", were reached. In the second part, the data obtained from the teachers during the pandemic period were subjected to content analysis, and the teacher's resources systems in online education was revealed and two themes were reached: "General Habits" and "Special for Pandemic". When the resources systems of the teachers for the period in face-to-face education was compared with the resources systems for the pandemic period in the third section, the change in the documentation systems of the mathematics teachers during the pandemic was also revealed in detail. The results revealed that the duration of completing the unit has changed during the pandemic period, the variety of sources used did not change, but the type shifted from printed sources to z-book applications and benefited from much more technological tools than face-to-face education.
ABSTRACT
Distance learning process was initiated by the Ministry of National Education to allow equal opportunity and to improve accessibility, and the teachers provided online courses, exams or material. In the present study, conducted to determine the views of mathematics teachers, who are among the stakeholders in the process, on their experiences in online instruction of the mathematics course in secondary schools, phenomenology approach, a qualitative research method, was employed. The findings of the present study conducted with 105 secondary school mathematics teachers employed in seven regions in Turkey demonstrated that the middle school mathematics teachers considered distance education an obligation to continue mathematics courses and to maintain the communication with their students. It was also observed that the teachers believed that it would be difficult to instruct the mathematics course online due to its nature. It was determined that the predominant view argued that distance education allowed instruction of the course independent of the time and the place, and hence an advantage of the process, but the teachers also stated that distance education had certain cognitive, affective, technical and social disadvantages. The teachers complained that technical problems such as internet access and lack of tablets led to a difficult process.
ABSTRACT
In Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of COVID-19. This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students' private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher's professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed.
ABSTRACT
The COVID-19 pandemic is a significant event for the whole world and our country. It is thought that this epidemic, which started in 2020 and whose effects continue to be felt, has negatively affected all areas of life and will continue to affect them for a long time. Countries have taken a series of measures to prevent the spread of the epidemic, and within the framework of these measures, every level and sector of education has had to switch from the face-to-face education model to distance education practices. In this context, the aim of our study is to examine the experiences and views of teachers regarding distance education courses in foreign language teaching at secondary education level and to offer suggestions for the future. The study group of the research, which was prepared within the scope of qualitative research, consists of 20 foreign language teachers, who were determined with a holistic multiple case design, one of the purposive sampling methods. A questionnaire consisting of open-ended questions was sent to the participants via WhatsApp due to the ongoing epidemic conditions, and the data obtained were subjected to content analysis. Participants stated that distance education courses were not spent productively for students, but that they could be adapted to the new order with a number of measures to be taken.