The Changing Nature of Work and a Need to Prepare Teachers for Involvement in Innovative Work During and After the Pandemic (original) (raw)
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Education 3-13
Over 1.5 billion children from around the world were affected by school or university closures during the early phase of the COVID-19 pandemic in 2020 and distance learning was introduced for many pupils. The article presents the results of a survey conducted among Polish teachers of early education (N = 239), which aimed at answering an important question: To what extent and in what ways did Polish teachers cope with distance learning during the pandemic? The results of the survey revealed the many problems that teachers faced during 'remote education'. It was found, that in some cases: there was a lack of information technology equipment in the pupils' homes, a lack of communication with the pupils and their parents, a lack of motivation among pupils, and health problems had begun emerge amongst children. Nonetheless, teachers noted some positive aspects of this form of education, which enabled them to conduct classes during the pandemic. It was noted that many teachers indicated that the experience they had gained in remote working provided important indications for the further development of distance learning approaches with young children that may help to ameliorate the potential social inequalities that may arise in such a crisis situation.
EUROPEAN RESEARCH STUDIES JOURNAL, 2021
Purpose: This paper seeks the functioning of academic teachers in terms of the consequences of their remote work, based on their quality of professional life as well as the sense of well-being among the situation of the COVID-19 pandemic. Design/Methodology/Approach: The article consists of two parts, theoretical, in which the authors explain the concepts of remote work productivity, quality of life and mental well-being of academic teachers, and empirical based on a qualitative analysis of the results of the research. The study was conducted in a group of 21 academic teachers, with the use of 21 structured indepth interviews, addressing the issue of the functioning of the professional quality of life of this social group of people. Findings: The conducted research showed a different level of academic teachers' assessments regarding their own productivity in digital competences for remote work, as well as assessments related to the quality of professional life and the sense of mental well-being in the situation of the COVID-19 pandemic. Even though several statements indicate a negative assessment of their own productivity, quality of professional life and sense of mental well-being, and that in all statements, the feeling of stress in the situation was observed, the fact that some teachers revealed pro-social values, the implementation of the mission of the teaching profession and the search for coping opportunities yourself in the face of difficulties and inconvenient situations. Practical implications: The conducted study will allow the use of its results in relation to selfassessment of professional life and well-being of academic teachers in relation to the acquisition of digital competences on the example of COVID-19 epidemic threat, especially among academic teachers' production age and non-post-production age. Originality/Value: The article is an important contribution to the research on the remote work of academic teachers during the COVID-19 epidemic, their quality of professional life, as well as the sense of well-being, especially among teachers aged 60 and over.
Challenges Faced by Teachers during the Covid-19 Pandemic
Journal of teacher education and lifelong learning, 2023
This research aims to develop a perception scale for the challenges faced by teachers in distance education applied during the Covid-19 pandemic. In addition, using the scale developed within the scope of the research, teachers' perceptions of the difficulties they encountered in this process were revealed. A descriptive survey, one of the quantitative research designs, was used in the research. First, a semi-structured interview form was applied to 40 teachers from different branches and age groups, who were determined voluntarily to create an item pool. The draft measure ment form thus obtained was applied to 955 teachers who were working in public schools in Turkey, giving live lessons from all levels and branches, and selected by the convenience sampling method. The data were collected over the internet with the "Perceptions Scale towards the Challenges Faced by Teachers in Distance Education (DE)" prepared by the researcher, a nd validity and reliability analyzes of the scale were made. The scale was examined in terms of suitability and content validity by three field experts who have a Ph.D. in Computer Education and Instructional Technologies and a Turkish Language expert. Acc ording to the results of the pilot scheme, the scale has a two-factor and valid structure. According to the results of the research, it was determined that teachers' perceptions towards the challenges they faced in distance education applied during the pandemic period were at a high level. This study is important in that it will open the door to research on the challenges faced by teachers in distance education in the future.
Opinions of teachers on professional loss and gains during the pandemic
Istraživanja u pedagogiji/Istraživanja u pedagogiji, 2023
This study aims to evaluate the professional losses and gains of teachers who continue their teaching activities within the scope of emergency distance education during the pandemic. The study was carried out as phenomenological research, one of the qualitative research methods. The purposeful sampling method was used to determine the research sample, one of the non-random sampling methods. The research sample consists of 57 teachers who work in Afyonkarahisar city centre between 2022-2023. The data were collected with "Semi-Structured Interview Forms" prepared by the researchers and analysied through descriptive analysis, one of the qualitative data analysis methods. The findings show that the participants have some losses and gains in the cognitive development area, while they mostly have professional losses in the affective area. In this process, some teachers stated that they have losses regarding social development, while others emphasized that they have gains. In addition, the teachers stated that they have experienced some losses in their professional field knowledge, the methods and techniques they used in the learning environment, and the methods and techniques they used in the measurement-evaluation process. Finally, the participants stated that their technology and digital literacy skills have increased significantly during the pandemic. This shows that there are positive and negative changes in the professional skills and proficiency levels of teachers during the pandemic. As a result of the study, the studies to be carried out on the subject can be deepened by considering the teachers' areas of expertise separately.
The teacher as innovator in the pandemic
Tidsskriftet Læring og Medier (LOM)
The upper secondary school's transition to remote education in spring 2020 showed Swedish schools' preparedness to redirect to distance learning (The Swedish National Agency for Education, 2020). The processes during the transition revealed that technology not only replaced the walls of the classroom, but also took over every day learning practices. With the aim to create in-depth knowledge about conditions and practices that emerged, facilitated or hindered the transition, a data set has been constructed based on 52 upper secondary school teachers’ stories about their personal experiences of the transitional period. The narrative approach (Riessman, 1993) methodologically serves to access qualitative aspects and different dimensions of practice in change. Theoretically, Kemmis (2019) describes the importance of paying attention to practices in motion and to provide for and support practices in the making, since human development, as well as individual and collective learnin...
Research, Society and Development, 2022
The COVID-19 pandemic has generated significant impacts in all areas, such as health, economy, and education, the latter culminating in the suspension of face-to-face classes. Also, it has reduced the time dedicated to classes and generated numerous problems for teachers, as this has hampered both the transfer of content and the development of the entire teaching-learning process. It is noted that the platforms are used to publish fixed activities, texts, and others, aimed at classes that require more time but which, in short, do not have more excellent aggregate knowledge. This research aimed to analyze the challenges faced by high school teachers, from the state public network of the city of Parnaíba-PI, in the teaching-learning process, at a distance. It used the scientific-technological method to seek answers to the following guiding questions: a) how does distance learning happen in-state public schools in that municipality, b) analyze the strategies and tools used by schools for the operationalization of distance learning, c) identify the methods used, and d) the main difficulties faced by teachers in their distance classes. It is a case study, exploratory-descriptive research, with a qualitative approach. The results showed significant obstacles due to the pandemic's changes, constituting barriers to the learning process being carried out successfully. There are several challenges to overcome in this form of teaching, from the capacity of technical resources to the emotional problems triggered. The analysis showed that the most significant difficulties encountered by teachers during teaching during the Covid-19 pandemic were: 1) lack of quality internet access; 2) lack of motivation; 3) lack of adequate access to technological issues; 4) overwork; 5) lack of interaction with students; 6) socio-emotional issues: uncertainties, anxiety, insecurity.
Teachers’ adaptation to technologies during the pandemic by COVID-19
Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality, 2020
This crisis that our society faced, due to the pandemic COVID-19, had implications not only in the social relationship of human beings, but also in terms of the School and families with school children and young people. From the outset, the School had to quickly devise an intervention plan that would prove effective with regard to the learning of its students. On the other hand, families also had to replan their lives so that, at home, they could collaborate with the School in supporting children and young people in dealing with everything that was asked for them exclusively through Technology. Teachers with less training in the field of Educational Technology, had to, in record time, modify their entire methodological intervention plan with their students, using a wide range of technological instruments, always aiming at learning of these, using technologies, and the use of digital platforms appears more quickly and instantly in a more consistent and permanent way, with a view to responding to the consequences that this pandemic has placed on the school community.The questionnaire was distributed using the Google Forms platform between 14 and 31 May 2020. The representative sample of the study subjects is composed of 536 questionnaires answered and validated, which taking into account the universe of teachers in Portugal, represents an actual assumed error of 4.23%.
British Journal of Teacher Education and Pedagogy
The covid 19 pandemic has greatly affected the whole world including the education spectrum. In this study, the researcher described the realizations, challenges, and coping strategies of teachers on the sudden shift of classes to online teaching during the pandemic. It also aimed to propose an assistance program to improve the experience of teachers in online teaching. It was conducted using a qualitative phenomenological research design where the researcher interviewed 8 college instructors in an extension campus using a validated interview guide. The following themes emerged in view of their realizations on the sudden shift to online teaching: Realizations on the Use of Technology, Realizations on the Effectiveness of Online Teaching, Realizations on the Teachers’ and Students’ Safety.The following themes were unveiled in view of their challenges on the sudden shift to online teaching: Technological Challenges, Students’ Concerns, Work From Home Set Up. The following themes wer...
Hacettepe University Journal of Education, 2023
Today, countries force all participants in the educational process to optimize their work through the Internet, due to the COVID-19 pandemic. These unexpected online learning applications conducted in extraordinary conditions were discussed differently from routine online learning and named emergency remote teaching. In this context, the educational process continued online in Turkey as well as in the rest of the world. It is thought that the experiences of the stakeholders are significant in these unique online learning practices in terms of creating a consensus. The current study focused on examining the essence of the experiences of the teachers who were assigned to the emergency remote teaching process in Turkey. For this purpose, in the current study, the qualitative research method was employed, and phenomenology was utilized. The study group consisted of 25 teachers who were working in a province center in the Central Black Sea Region of Turkey, in the 2019-2020 academic year. In-depth interviews were held to reveal teachers' experiences, through a semistructured interview form developed by the researcher. The data were analyzed with the three steps analysis method suggested by Moustakas (1994), which is frequently used in phenomenology studies. The results of the study revealed that, according to the teachers' experiences, the emergency remote teaching process was partially successful. The most common problems that teachers experienced during the synchronous lessons were internet connection problems, teaching management system problems, and low student engagement. Although the majority of the teachers faced many technical, professional ve emotional problems, the synchronous lessons have been a unique and unforgettable professional experience for them.
Pre-service Teachers’ Concerns in Emergency Remote Teaching During the Covid-19 Pandemic
International Journal of Educational Research Review, 2023
This study seeks to reveal the concerns of pre-service teachers in emergency remote teaching applied during the Covid-19 pandemic process. The study was designed as content analysis, which is one of the qualitative research methods. The study group consists of 45 pre-service teachers who continue their education at a public university in the southeastern region of Turkey in the spring semester of the 2021-2022 academic year and received remote teaching during the Covid-19 pandemic. A semi-structured interview form was used to collect data from pre-service teachers. The semi-structured interview form prepared through a literature review was checked by two field experts and the final decision was made for the forms in line with the obtained feedback. A voice recorder was used during the interviews. The names of the pre-service teachers interviewed in the study were coded as K1, K2, … K45. The data obtained from the interviews were descriptively analysed and themes, codes, frequencies, and percentages were determined. The concerns of pre-service teachers participating in the study during emergency remote teaching were gathered under four themes. As a result, it was revealed that pre-service teachers experienced concern about using computers, professional and personal development, communication and social interaction, effectiveness and online trust in emergency remote teaching applied during the Covid-19 pandemic. Recommendations for future studies were presented in the study.