The precariousness of teaching in the Covid-19 pandemic: impacts on the inclusion of visually impaired university students

This article aims to explain the challenges and barriers imbricated in teaching practice regarding the inclusion of visually impaired university students in times of the Covid-19 pandemic. It follows the foundations of Socio-Historical Psychology and Dialectical Historical Materialism. Six university students with visual impairments from different undergraduate courses at a public university in the Northeast of the country, participated in the research. The data were produced through a semi-structured interview, which was carried out individually by Google Meet. For data analysis we used the meaning nuclei. The results showed that the lack of knowledge about the inclusion of people with visual impairment, combined with the lack of appropriation of digital tools and the multiple demands contributed to an excluding pedagogical practice that is guided by an ideological bias of the normative body. However, we consider that remote teaching enhanced the precariousness of teaching practice, and that it exacerbated the exclusion of students with visual impairments.

Adaptation of Practicum in An EFL Pre-service Teacher Education Program in Response to the COVID-19 Crisis: A SWOT Analysis

The global pandemic forced English as a Foreign Language (EFL) teacher education programs to revisit their traditional practices to adapt to the emergency conditions. As a part of such adaptations, practicum was moved to the online modality, and all groups of stakeholders experienced unprecedented times. With an awareness of the point of no return marked by the COVID-19, we explored the strengths, weaknesses, opportunities, and threats (SWOT) of adaptation of practicum in an EFL pre-service teacher education program. Designing a qualitative case study, we collected data from student teachers (STs), school-based mentor teachers (SMTs), and university-based teacher educators (UTEs). The findings revealed that although the imposed conditions caused both internal and external challenges for all the stakeholders, they also produced precious implications. It was mainly concluded that online components need to become an integral part of any regular practicum course;thus, a framework, redefinition of mentors' roles and responsibilities, and accessible digital resources are among the musts while the digital divide still poses the main threat.(c) Association of Applied Linguistics. All rights reserved

Reactivating underpopulated areas through participatory architecture in southern Italy by creating a home for newcomers

Crossing Cultures is a university-based research initiative that is part of London Metropolitan's Centre for Urban and Built Ecologies (CUBE) which aims to develop a new pedagogical model. The focus is to provide an inclusive learning environment that facilitates intercultural relationships and group learning, equipping students with essential skills for a globally connected world beyond the subject of architecture. We have paired the design studio activities in London with a field experience of live engagement in southern Italy, in a region suffering from depopulation, while simultaneously experiencing the arrival of asylum seekers. The confluence of these opposing developments creates a need to rebuild local communities and presents an exceptional opportunity for our students to become agents of change. The article outlines how, through the creation of an additional teaching and learning platform for multi-disciplinary research outside the boundaries of the university campus, this teaching practice is raising social capital by attracting and integrating students and asylum seekers alike, adding to population and economic growth. The article concludes by highlighting the unique opportunity to scale up this hybrid studio/field study model, which has arisen because of the COVID-19 pandemic. What is proposed is that now, as universities are developing blended learning delivery models, our observations could feed into a new, expansive model for studying architecture as a student-in-residence mode of study.

Collaborative Learning: A Design Challenge for Teachers

This study, focused on collaborative learning approaches, aims to contribute to our understanding of whether and how teachers propose these kinds of activities in their daily practice. Particularly, this study aims to explore teachers' behaviour when designing such activities for their learners with respect to different learning settings (i.e., face-to-face and/or blended settings vs. fully online settings). With reference to fully online settings, the Emergency Remote Teaching that took place during the COVID-19 outbreak is used as a reference case. The results of a self-reported survey of Italian teachers (N = 268) are presented. Our conclusions indicate that Italian teachers do propose collaborative learning activities to some extent in face-to-face and/or blended settings as well as in fully online settings, with statistically significant differences both in reference to the approaches adopted and to the (technological) tools used. Nonetheless, the data also indicate that teachers' design decisions are not always in line with recommendations widely proposed by the collaborative learning research community.

Importance of Reflective Practice in the Teaching Profession during the COVID-19 Pandemic

The research aimed to determine the importance of reflective practice in the teaching profession during the COVID-19 pandemic. To obtain the required information, 85 teachers were selected. Teachers from both public and private educational institutions in the city of Azogues, Cañar province. Most of the participants were female and over 40 years of age. The teachers taught their subjects at the General Basic Education level. A demographic analysis was carried out for data collection. A questionnaire was used in which questions were included to determine the degree of application of reflective practice by the educators. The answers were provided based on a Likert scale with 5 response options. The results obtained showed that not all educators apply reflective practice. Teachers who apply reflective practice found it easier to adapt to the needs of students in the context of the pandemic. Difficulties in implementing improvements in pedagogical planning were also recognized. © 2023 Castillo Pinos et al.

Exploration on the Mixed Teaching Mode of Supply Chain Management Course in the Post Epidemic Era

During the outbreak of the COVID-19, colleges and universities across the country carried out online teaching through information-based teaching platforms, and online teaching has developed rapidly, which has a far-reaching impact on Teaching in our country. In the post epidemic era, the continuous promotion of online and offline hybrid teaching mode is of great significance to the reform and innovation of higher education. Taking the course "supply chain management"as an example, around the teaching objectives of the course, develop and build the curriculum resources under the hybrid teaching mode, build the implementation plan of the hybrid teaching mode, summarize the teaching characteristics and shortcomings of the course, and put forward improvement strategies. Practice shows that blended teaching is of great significance to promote educational modernization and improve the quality of talent training. © 2022 ACM.

TEACHING BELIEFS ON THE CURRICULAR INTEGRATIONS OF ICT IN RELIGIOUS EDUCATION IN PERU

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.

Teacher-student relationships and teacher resilience in the context of a pandemic

This study focuses on the teacher-student relationship which constitutes the core of the educational process and has a high emotional impact on teachers. Such bond is linked to teachers' motivation to take up the profession;teachers who enjoy positive teacher-student relationships report a sustained sense of resilience and commitment, making a difference in their students' learning. This study provides an account of the views of beginner teachers in relation to school managers and the students' perspective regarding the teacher-student bond that under pandemic conditions succeeds in strengthening the resilient capacity of the teaching staff. The study involved the collaboration of eight principals from the schools where the teachers were employed and twenty-five high school students, who had access to a virtual interview. Interviews were conducted to teachers and principals as well as focus groups to students through video conference. The data were subjected to content analysis. The individual dimension of teacher resilience comprises personal and professional attributes that have been expressed in the teachers' work during the pandemic, in a context of greater professional autonomy. The teacherstudent bond was a central axis of the pedagogical labor;however, it is necessary to strengthen institutional conditions in order to strengthen teacher resilience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Using Electronic-Collaborative Mentoring in Higher Education-Bettering ELT Student Teaching Practice Processes

This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

Factor contributing to SARS-CoV-2 prevention. impact on the teaching practice in Mexico

Introduction: The emergence of SARS-CoV-2 has forced countries to declare states of emergency and implement containment measures to reduce the spread of the virus. Teaching, as well as teaching-learning processes, have abruptly migrated from the classroom to digital platforms, a reason why both students and professors have needed to adapt, with their own available resources and means, both the spaces and dynamics of instruction. Background: To distinguish what are the contributing factors related to prevention measures against the appearance of SARSCoV-2 and its impact on teaching practice in basic education in Mexico. Methods: The information analysis was carried out with studies whose variables involve both education and the COVID-19 lockdown. The found articles were synthesized using an analytical sheet to which the PRISMA method was applied. Results: The process for screening the results, through the PRISMA method, allowed discarding studies based on inclusion, exclusion and elimination criteria, obtaining a sample of sixteen articles, of which 44% are quantitative studies, 38% are qualitative and 19% are mixed studies. The analysis of the reported studies allowed to identify four major groups focused on the problems related to the migration of education from the face-to-face to the virtual modality. Conclusions: Adequate management of education during and after the pandemic must become a priority issue of public policy with an occupational health approach.

Teaching work in multigrade indigenous schools

In this article we analyze the teaching work done by two teachers from northwestern Mexico in a multigrade indigenous school. The indigenous service of Baja California serves mostly children from groups originating from other states of the country who arrived along with their parents, most of them agricultural day laborers, in search of work. From a qualitative approach, the study includes in-depth interviews with two teachers, observation in discussion spaces of the teaching groups and the on-site practice of a teacher during the closure of schools due to the health contingency caused by COVID-19. The findings reveal the organization of the daily teaching activities inherent in multigrade organization, the additional tasks to teaching, the forms of participation promoted by teachers, and the different manifestations and difficulties of their practice. The home education of indigenous teaching, to continue teaching students in rural areas, is the most significant finding.

Building Thinking Classrooms Online: From Practice to Theory and Back Again

In the COVID-19 era of adapting to pandemic lockdown protocol, teaching practices have become more negotiable and less tethered to the familiar and institutionally normative practices found in educational settings around the world. With a shift to online teaching, many practices are being adapted from face-toface settings and being imported into online settings. However, this sort of adaptation is by no means trivial, and a direct transfer of practices may not necessarily be effective or plausible. While adaptation is undeniably necessary, a theory for teaching can offer guideposts around which adaptation may occur. Over many years of empirical investigation into how to enhance the synergy and capacity of students' thinking in face-to-face mathematics classrooms through systematically bypassing institutionally normative practices, the Building Thinking Classrooms framework offers a basis for one such theory. While this framework is used in many different contexts, one of these is in the education and professional development of mathematics teachers in tertiary and professional settings. However, with COVID-19 protocols in place, the tightly woven face-to-face practices of this framework had to evolve and be adapted. In this article, we discuss and exemplify how we drew from these face-to-face practices a set of principles, which served as guideposts for designing adaptations for engaging adult learners in mathematical tasks in a fully online setting. In our analysis, we consider not only the adaptations for online teaching we made, but the process of adaptation through a theory for teaching we used in designing effective and intentional learning settings for adults experiencing mathematics. © 2022, Adults Learning Mathematics. All rights reserved.

Teaching Practice in the Development of Pedagogical Management: The Case of the Presidente Tamayo Basic Education School

This research assesses the development of pedagogical and administrative management within the Presidente Tamayo School of Basic Education as dimensions of the educational quality standards, considering the means of verification proposed by the Manual for the Implementation and Evaluation of Educational Quality Standards of the Ministry of Education. The pandemic caused by Covid-19 generated drastic changes in the educational system;the analysis of teaching competencies and institutional management, the use of didactic resources and the fulfillment of the guarantee of access to education for children and adolescents, were incorporated into the research project. To test the hypothesis on the quality of teaching practice, mixed research was used, generating quantitative and qualitative data;a non-experimental-correlational study, reflecting as a result;that pedagogical practices represent challenges for teachers in the remote learning modality, technological, temporal and contextual limitations were visualized in the various actors of teaching and the student in their learning process, the administrative management is also affected by the incursion in the adaptation of face-to-face management to the virtual one. In such virtue, it is inferred the need to manage pedagogical strengthening training, integrating methodologies as a didactic resource;applications, programs and interactive activities for synchronous hours classes and asynchronous activities, that is, teaching practices with an inclusive approach that do not move away from the quality demanded by the fulfillment of educational standards. Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.

Getting Ready for Teaching in the Pandemic Era: Action Research on Integrating ICT Course with Training and Online Teaching Practice

The purpose of this action study was to identify problems of pre-service English teachers within the context of the COVID-19 pandemic, initiate appropriate actions, and measure impacts. As the lack of teacher training and practice was noted as a problem, actions of providing long-term training and online teaching practice were initiated. Eighteen pre-service English teachers took an ICT course to receive training and taught students online. Their responses in regular group conferences, a final conference, and a survey questionnaire were analyzed through observing and reflecting. They perceived all topics and contents covered for the training as very useful. They also reported online teaching practice enabled them to improve various abilities such as managing Zoom classes, creating video content, managing an app, etc. Finally, they experienced difficulty, particularly in keeping students motivated, and holding online mentoring. However, working collaboratively enabled them to become more responsible. Actions initiated in this study were confirmed to be successful. Implications for the future are presented. © 2022 The Korea Association of Teachers of English (KATE)

The teacher and his practice in a remote classroom: a case of education in the face of the emergency

The present study aims to identify the teaching-learning practices that primary education teachers have assumed in the face of the health emergency and how these conFigure the teacher's role. The practices observed have been part of an educational care strategy required by the health contingency due to the pandemic caused by COVID-19, which required the closure of schools and the suspension of face-to-face education. The study focuses on rescuing the practices observed from the teaching-learning activities of the teacher at a basic education level, the fourth year of primary school. The observation method was used to have a descriptive methodological approach to the particular reality [1] and answer the questions: ¿How did the teachers carry out the teaching-learning processes in a remote environment during the emergency? How was the teaching role shaped in their daily practice? The main functions of the teaching role were outlined in 6 activities: planning, synchronous facilitation, synchronous monitoring, closure;feedback, and follow-up. The assumed teaching role is a rupture of traditional techno-pedagogical interactions to open up new interactions created, and agreed upon by teachers due to the pandemic. The routines of daily school life changed as a result of new regulations on the use of time, organization of activities, and use of school space. These made up the pedagogical space and time, implying more hours of teaching work than that contemplated in the face-to-face school day. The interactions were modified through the mediation of synchronous and asynchronous tools, however, the interaction style, although affective, and close did not strengthen the construction of interpersonal ties and the sense of community. It should be emphasized that the affective bond made it possible to remain in the class and was emotional support during the emerging educational proposal. Socialization reproduced linear, passive dynamics based on order and control. The invitation remains open to rethink the educational structure to act in times of change and uncertainty, giving value to socialization where the respectful recognition of difference and the value of own opinion are encouraged. © 2022 IEEE.

Teacher-student relationships and teacher resilience in the context of a pandemic

This study focuses on the teacher-student relationship which constitutes the core of the educational process and has a high emotional impact on teachers. Such bond is linked to teachers' motivation to take up the profession;teachers who enjoy positive teacher-student relationships report a sustained sense of resilience and commitment, making a difference in their students' learning. This study provides an account of the views of beginner teachers in relation to school managers and the students' perspective regarding the teacher-student bond that under pandemic conditions succeeds in strengthening the resilient capacity of the teaching staff. The study involved the collaboration of eight principals from the schools where the teachers were employed and twenty-five high school students, who had access to a virtual interview. Interviews were conducted to teachers and principals as well as focus groups to students through video conference. The data were subjected to content analysis. The individual dimension of teacher resilience comprises personal and professional attributes that have been expressed in the teachers' work during the pandemic, in a context of greater professional autonomy. The teacherstudent bond was a central axis of the pedagogical labor;however, it is necessary to strengthen institutional conditions in order to strengthen teacher resilience. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Challenges of Distance Education in the Covid-19 Contingency an Experience with Primary Education Teachers

This research reports the results of an interview applied to primary school teachers who are offering distance education in the wake of the covid-19 pandemic, the information was sent by WhatsApp to 8 teachers.For the elaboration of the instrument, the aim was to define the objective: to know the challenges that the primary level teachers of the Francisco Gonzalez Bocanegra Primary School, belonging to school zone 055, located in the Mochicahui Town Community, are facing. Municipality of the Fuerte, Sinaloa, once the suspension of face-to-face activities by distance activities was declared, a semi -structured interview of 11 questions was designed from the above, of which 6 are closed multiple-choice answers in which more could be selected of an alternative, as well as 5 open questions.For the preparation of the research, the responses of 8 respondents were considered, being 100% of the interviewed population. Data on sex and age are presented, how many male and female students do you have in your group;type of problems they are facing to transform your teaching activities;From his perspective, what kind of problems are your students facing to continue the distance classes;percentage of students who responded to distance activities;the type of technological resources used for distance learning activities;the technological resources that they are interested in learning to use for their distance learning activities;the type of institutional support they require to carry out classes to distance;Through which medium would they like to receive information, followed by the group serving and a proposal to the institution to support distance teaching during the contingency.

Teaching in preschool during the pandemic: interactions between teacher, students, families and screens

The objective of this paper was to analyze the teaching practice of a preschool teacher in a private school in San Luis Potosi, Mexico, based on the dimensions of effective and represented work. From the analysis of the instructions and the simple self-confrontation, axes of analysis were identified that allowed an approach to the main challenges that the teacher faced with the online education developed during the pandemic by covid-19. The results of the work placed at the center of the discussion the teacher's challenges and concerns about the ways of teaching online literacy, the relationships with the students' families when working from home, and the interaction with technology in the virtual classroom. Taken together, the findings broaden the picture of teaching practices during social distancing and contribute to the empirical knowledge of this object of study as a result of the impact generated by the pandemic. (English) [ FROM AUTHOR]

Reflections on pre-service English Language teacher’s experiences and practices during the COVID 19 pandemic teaching practice: Highlights and challenges from the lessons taught

The purpose of this paper is to investigate the challenges and highlights of teaching practice during the COVID 19 pandemic. Teaching practice is an indispensable part of the training of pre-service teachers. In light of this, teaching practice assumes particular immediacy and primacy given the opportunity it can afford for theory to blend in with practice. In a normal situation, student teachers are usually confronted by inexperience but to make matter worse, COVID 19 came with more challenges. In most circumstances, teachers were expected to use technology in their teaching to lessen direct contact and to reach a wider number of students. The data for this qualitative study was collected through an engagement with some English language student teachers who were asked to voluntarily write reflections on the highlights and challenges during their lessons within the teaching practice exercise. The findings portrayed that student came up with innovative ways of handling classes by themselves since it was not feasible for their lecturers to supervise them and give them the much-needed feedback that could improve their teaching. Secondly, the article upholds a view of language teaching as a social practice which we believe is well placed to reduce anxiety and build self-esteem. The study concludes that since learning during the COVID 19 appears to be more individualistic, it is important to promote student teachers’ voice and agency in learner’s learning to be able to build self-learning skills and learner’s identity. © 2022, Editorial Board English Scholarship Beyond Borders. All rights reserved.

Constructivist Learning during the COVD-19 Pandemic: Teaching and Assessment Skills in a Post Graduate Certificate of Education Students

The study sought to evaluate the effect of online group presentations on the development of pre-service teachers' pedagogical and assessment skills. The study involved students undertaking the postgraduate Certificate of Education in science course during the COVID-19 pandemic. The study was underpinned by a cross-sectional survey design. Students worked in groups of five to present micro-lessons and assess each other using a rubric prepared by the researcher. In each group, four peers independently assessed each student, and an average mark was calculated. Discussions between students on the strengths and weaknesses of the presentation were held. The researchers moderated the average marks by evaluating the presentations submitted by the students using the same rubric. The researcher gave feedback, highlighting the strengths of the presentations and areas that needed some improvement. Most of the students were of the view that group presentations improved their pedagogical skills and assessment practices. The study recommends the implementation of similar group presentations before teaching practice, as this would help them teach better in the schools. © 2022 IST-Africa Institute and Authors.