Learning Experience that Transforms Teachers’ Professional Activity: The Covid-19 Pandemic (original) (raw)
Transforming of teaching and learning paradigms in education has been a long-standing object for debate. Various educational reform movements have formed along with divergent views on what quality education is. The COVID-19 pandemic has created a worldwide disruption not only to the continuity of education, but to the existing teaching strategies and learning modes as well. Teachers had to reorient their professional activity towards remote and hybrid teaching within a short period of time. This creates a crisis-like learning situation that requires not only the acquisition of practical skills, but it demands the transformation of the teaching activity itself. Learning associated with such transformations deserves closer examination. The aim of this article is to discuss the theoretical and the practical underpinnings of a study which aims at conceptualizing learning experiences of teachers that have accompanied the transformations of their professional activity during the COVID-19 pandemic situation. Indepth literature review was performed using both key word search and reference chaining to discover key authors, key texts, and key ideas. Further on central concepts were analysed and methodology was developed for researching the learning experiences teachers have undergone during the COVID-19 pandemic that have transformed their professional activity. Interpretivist subject-centred approach in line with social constructivism is applied. The article concludes that the central concepts-learning experiences of teachers, transformative learning, professional activity of teachers-serve to build a logical and compatible research framework. Narrative interview along with documentary method of interpretation and theoretical sampling forms coherent and validated methodology.
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