Discourse Studies in the Cultural Politics of Education,
Journal Year:
2023,
Volume and Issue:
45(2), P. 212 - 224
Published: Dec. 13, 2023
As
an
epoch-making
event,
Covid
re-set
understandings
of
teacher
professionalism,
raising
the
question
what
it
might
now
mean
to
be
a
'professional
teacher'.
This
paper
draws
on
data
from
interviews
conducted
in
2021
with
eight
academics
employed
Australian
education
programs
as
part
wider
study,
Critical
Times:
Producing
Global
Graduate
Pandemic.
It
uses
'big
D'
Discourse
analysis
explore
complex
constructions
'global
graduate'
academics'
accounts
producing
such
graduates
during
pandemic.
focuses
expansive
professional
that
participants
invoked
construct
their
autonomous
professionals
shared
service
ethos
and
distinctive
disciplinary
knowledges.
Based
retrospective,
occupationally
defined
'teacher'
this
appears
have
generational
aspect.
Despite
hopes,
may
represent
experiences
saying,
doing
being
teacher'
no
longer
available
present
epoch.
revistamultidisciplinar com,
Journal Year:
2023,
Volume and Issue:
5(2), P. 127 - 156
Published: Jan. 1, 2023
A
pandemia
da
COVID-19
forçou
uma
mudança
na
aprendizagem
remota
e
presencial
noite
para
o
dia
a
maioria
dos
alunos
do
ensino
superior,
partir
primavera
de
2020.
Para
complementar
as
videoaulas
envolver
os
numa
sala
aula
virtual,
professores
adotaram
tecnologias
que
permitiram
mais
interatividade
modelos
híbridos
online
atividades
presenciais.
Essas
ferramentas
mudaram
metodologia,
avaliação
feições
podem
persistir
após
eventuais
epidemias.
se
envolverem
forma
eficaz
com
alunos,
instituições
superior
terão
concentrar
em
oito
dimensões
experiência
aprendizagem.
Nesta
análise
descrevemos
resultados
um
estudo
das
possibilitar
aspetos
várias
dessas
online.
Existe
necessidade
urgente
reeducar
próximas
gerações
digitais
fazer
uso
práticas
competências
digitais.
educação
Comportamento
Educacional
(CE)
é
difundida
todo
mundo.
algum
consenso
no
campo
sobre
quais
construtos
medir.
Foi
determinado
existência
padrões
ou
princípios
seguidos
esboço
presenciais
nos
vários
níveis
ensino.
aprendizagem,
maneiras
pandemia.
Ter
filhos
idade
jovem,
adolescente
adulta
deu
constatar
impacto
bem-estar
agregados
familiares,
professores,
responsáveis
escolares
comunidades
académicas
inteiras.
Estudantes
mundo
estão,
média,
meses
atrasados
relação
ao
estariam
não
fosse
Até
2040,
curso
inacabado
devido
custar
à
economia
global
US$
1,6
trilião.
Então,
qual
caminho
seguir
sistemas
escolares?
Journal of Family and Community Medicine,
Journal Year:
2024,
Volume and Issue:
31(3), P. 265 - 271
Published: July 1, 2024
Several
universities
switched
back
to
face-to-face
teaching
in
2022
after
2
years
of
online
classes
during
the
coronavirus
disease
2019
(COVID-19)
crisis.
There
is
no
data
from
these
students/teachers
on
challenges
postpandemic
and
learning.
The
current
study's
aim
was
identify
learning
perspective
students
instructors.
SAGE Open,
Journal Year:
2024,
Volume and Issue:
14(4)
Published: Oct. 1, 2024
The
2020
COVID-19
crisis
forced
universities
to
make
a
dramatic
shift
emergency
remote
education
(ERE).
While
the
urgency
of
pandemic
is
gone,
schools
continue
implementing
ERE,
but
more
often
on
short-notice,
short-term
basis
in
response
various
situations.
This
research
examines
students’
suggestions
for
improving
university
transitions
ERE
and
applies
them
post-pandemic
use
ERE.
Qualitative
thematic
analysis
was
used
analyze
responses
an
open-ended
survey
question
answered
by
2,751
students
at
large
Southeastern
U.S.
university.
Responses
identified
main
concerns
as
Grades
Grading
(38%),
Better
University
Instructor
Preparation
(23%),
Improved
Learning
Experience
(18%),
Meeting
Student
Needs
(12%),
No
Suggestions
(9%).
study
found
that
reducing
uncertainty
felt
about
ERE’s
impact
grades,
course
content,
class
schedules,
assignments,
communication
with
instructors
would
improve
their
online
learning
experience.
Recommendations
suggest
preemptive
steps
can
take
education.
The Electronic Journal of e-Learning,
Journal Year:
2024,
Volume and Issue:
22(5), P. 39 - 52
Published: May 16, 2024
The
impact
of
COVID-19
on
the
higher
education
sector
has
extended
beyond
using
alternative
technological
methods.
It
also
influenced
professional
identities
instructors
themselves.
This
study
aims
to
investigate
EFL
instructors’
perceptions
online
teaching
identity
transformation
during
lockdown.
investigates
how
affected
teachers’
in
relevant
aspects.
was
conducted
first
academic
semester
2022/
2023.
researchers
adopted
a
mixed
research
methodology
that
involved
both
quantitative
and
qualitative
techniques.
A
questionnaire
distributed
(44)
instructors,
semi-structured
interviews
were
with
(8)
at
Department
Languages
Translation
Palestinian
University,
Palestine.
Appropriate
analyses
utilized
figure
out
participants’
responses
interviews.
results
survey
revealed
positively
social
relations
their
colleagues
students,
enhanced
process,
promoted
self-esteem.
As
for
interviews,
findings
showed
substantial
terms
needs,
self-awareness
self-esteem,
relationships
learners,
colleagues,
perspectives
towards
institution.
Hence,
some
recommendations
suggested.
Work,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 14
Published: Aug. 19, 2024
Teaching
will
bring
work
stress
and
affect
emotions,
as
well
require
a
high
level
of
professional
identity.
However,
few
have
examined
trilateral
relationships
between
(in
terms
challenge-hindrance
stress),
identity,
emotional
labor
among
Chinese
preschool
teachers
during
COVID-19.
Journal of Organizational Psychology,
Journal Year:
2023,
Volume and Issue:
23(2)
Published: Aug. 14, 2023
This
research
provides
valuable
insights
into
the
impact
of
COVID-19
on
education
system,
need
for
adaptation,
and
importance
various
aspects
such
as
experiential
learning,
emotional
well
being,
mental
health,
workplace
online
education.
It
offers
recommendations
considerations
policymakers
practitioners
in
higher
to
navigate
post-pandemic
world
successfully.
Education Sciences,
Journal Year:
2023,
Volume and Issue:
13(11), P. 1085 - 1085
Published: Oct. 27, 2023
The
sudden
transition
of
Higher
Education
(HE)
from
predominately
face-to-face
to
online
delivery
during
the
COVID-19
pandemic
lockdowns
placed
many
lecturers
in
unfamiliar
situations.
This
study
aimed
explore
and
represent
experiences
working
HE
this
time.
We
used
a
storytelling
approach
an
amalgamation
collated
lecturers.
Data
were
collected
using
(i)
focus
group
interview,
(ii)
reflections
on
our
experiences,
(iii)
alluded
by
academics
via
blogs.
data
presented
ethnographic
fiction.
Salient
detailed
throughout
fiction
include
challenges
building
community
between
colleagues,
academics,
students;
concerns
regarding
capacity
institutions
staff
deliver
online;
lack
synergy
expectations
fulfil
duties
reality
being
able
do
so
time;
(iv)
engaging
(v)
accessibility
learning
for
diverse
body
(vi)
with
work–life
balance.
provides
voice
who
candidly
shared
their
pandemic.
Stakeholders
are
encouraged
develop
own
interpretations
story
apply
these
policy
practice.
Discourse Studies in the Cultural Politics of Education,
Journal Year:
2023,
Volume and Issue:
45(2), P. 212 - 224
Published: Dec. 13, 2023
As
an
epoch-making
event,
Covid
re-set
understandings
of
teacher
professionalism,
raising
the
question
what
it
might
now
mean
to
be
a
'professional
teacher'.
This
paper
draws
on
data
from
interviews
conducted
in
2021
with
eight
academics
employed
Australian
education
programs
as
part
wider
study,
Critical
Times:
Producing
Global
Graduate
Pandemic.
It
uses
'big
D'
Discourse
analysis
explore
complex
constructions
'global
graduate'
academics'
accounts
producing
such
graduates
during
pandemic.
focuses
expansive
professional
that
participants
invoked
construct
their
autonomous
professionals
shared
service
ethos
and
distinctive
disciplinary
knowledges.
Based
retrospective,
occupationally
defined
'teacher'
this
appears
have
generational
aspect.
Despite
hopes,
may
represent
experiences
saying,
doing
being
teacher'
no
longer
available
present
epoch.
