Multinational Policy Analyses: Third Time Around DOI
María Assunção Flores,

Darlene Ciuffetelli Parker,

Maria Inês Marcondes

et al.

Advances in research on teaching, Journal Year: 2023, Volume and Issue: unknown, P. 273 - 287

Published: July 25, 2023

This chapter is a multinational policy analysis focusing on what happened in the aftermath of Covid-19 pandemic Brazil, Canada, Portugal, and USA. It follow-up to first two analyses which were also conducted collaboratively (2019, 2022). The studies are constant-comparative. four-country approach illuminates policies practices hopefully post-Covid-19 times. Neoliberal approaches policymaking education general ensure that technicalities teaching received heightened attention neglect well-being teachers agency afforded them. critical situation profession post-pandemic time means there teacher shortages as well lowering working conditions for teachers. Turmoil crisis words describe sector clearly illustrated media research. While need invest education, particularly teachers' career prospects, reiterated discourse, it far from being reality four cases show. has exacerbated existing problems field causing heightening concern about recruitment, well-being.

Language: Английский

Remote teaching in times of COVID-19: teachers’ adaptation and pupil level of participation DOI
María Assunção Flores, Alexandra Barros, Ana Margarida Veiga Simão

et al.

Technology Pedagogy and Education, Journal Year: 2023, Volume and Issue: 33(1), P. 57 - 72

Published: Nov. 6, 2023

This article draws on data from a broader research study focusing Portuguese teachers' perceptions and experiences of remote teaching during the COVID-19 pandemic. In total, 2638 teachers participated in study. Data were collected through an online survey which included both closed- open-ended questions. Findings suggest that, overall, experienced positive adaptation process able to teach according what they had planned. However, difficulties also found. These relate reconciling work with family life extra workload context teaching. addition, findings show that pupils lower socioeconomic backgrounds presented level participation learning tasks. Differences as function gender age identified. Implications are discussed.

Language: Английский

Citations

3
Global Discourses, Teacher Education Quality, and Teacher Education Policies in the Latin American Region DOI
Annelise Voisin, Beatrice Ávalos

Springer eBooks, Journal Year: 2023, Volume and Issue: unknown, P. 1593 - 1610

Published: Jan. 1, 2023

Language: Английский

Citations

2
Which teachers were most affected in terms of mental health during the strict COVID-19 lockdown in Spain? DOI
Anne Marie Garvey, Inmaculada Jimeno García,

Carlos Mir Fernández

et al.

Teachers and Teaching, Journal Year: 2023, Volume and Issue: 29(7-8), P. 883 - 907

Published: May 22, 2023

This study looks at the effect that compulsory COVID-19 lockdown restrictions introduced by Spanish government had on quality of life teachers working in education system, i.e. those teaching early years, primary, secondary, tertiary vocational training and university levels. Participants completed a questionnaire included 7-item Generalized Anxiety Disorder Scale (GAD-7) along with other questions relating to their wellbeing from European Quality Life Survey (EQLS). A total 668 responded questionnaire, which was generated using Microsoft Forms distributed an online format. The results confirm significant levels abnormal anxiety during prolonged lockdown. We perform multivariate analysis shows that, whatever level anxiety, two variables are always all contrast models: participants felt effects personal found it difficult carry out work. also indicate primary secondary were most affected strict, female suffered much higher than male teachers.

Language: Английский

Citations

2
In search of silver linings in teaching during COVID-19: the perspectives of early childhood teachers in the United States DOI
Jennifer J. Chen

Teachers and Teaching, Journal Year: 2023, Volume and Issue: 30(1), P. 49 - 70

Published: June 14, 2023

This study sought to explore the potential silver linings that early childhood teachers in United States might find amidst teaching-related challenges and stress arising from unconventional teaching necessitated by COVID-19. The participants consisted of 15 preschool−3rd grade during 2020–2021 school year. These (ages 24–45 years, M = 32 years) had one 10 years experience. Eight them just completed their first year teaching. Each teacher was interviewed for 60–90 minutes (M 75 minutes) virtually via Zoom. Thematic analysis data revealed five most salient linings: (1) 'thinking outside box,' (2) gaining applying newfound pedagogical skills, (3) cultivating compassion understanding towards children families, (4) building resilience, (5) developing adaptability flexibility. two may be characterised as next professional dispositions, last both a necessary skill positive disposition. Collectively, these were seemingly amplified sources strength navigate challenging stressful terrain

Language: Английский

Citations

2
Micro level language planning, agency, and ICT in community language schools: before, during and after the pandemic DOI Creative Commons
Janica Nordstrom,

Rose Zhang

Current Issues in Language Planning, Journal Year: 2023, Volume and Issue: 25(5), P. 553 - 570

Published: July 24, 2023

Community language schools are grassroots initiatives set up by immigrant communities aiming to teach and culture children descendants of migrants. During the Covid-19 pandemic, issues around ICT equity sat at heart educational planning, ranging from student access ensuring teachers' understanding technological affordances. Although a myriad emerging research highlights many benefits challenges mainstream teachers experience during little is known about community planning before, during, or after pandemic.With micro-level perspective, aim this study explore context in decisions uptake for teaching learning both before covid-19 pandemic. Pre-pandemic survey follow-up interviews show that school had limited purposes periods home, but agency online afforded innovative solutions will likely continue impact post-pandemic.

Language: Английский

Citations

2
K-12 Teacher’s Appropriation of Digital Technologies and Innovative Instruction Across EU: A Scoping Review DOI Open Access

Leonidas Chalkiadakis,

Ingrid Noguera

International Journal of Instruction, Journal Year: 2023, Volume and Issue: 17(1), P. 415 - 436

Published: Dec. 16, 2023

The K-12 education has lived an upsetting period where teachers have been forced to incorporate technologies intensively, bringing light numerous issues and opportunities, whose assessment can result in educational renewal. This scoping review’s objective is examine the positive impact of pandemic on digital appropriation innovative instruction across EU from teachers’ point view. Within a total 77 articles, published between 2020 2022, research showed that perceived lockdown as opportunity increase their competences teach through tools apply novel instructional strategies. Additionally, they progressed for assessing interacting with students colleagues. consider professional development terms establishment new skills, despite lack necessary equipment psychological well-being creating challenges distance education. In conclusion Covid-19 enabled expand skills respond needs future schooling. Keywords: technologies, instruction, European Union, teachers, perceptions

Language: Английский

Citations

2
Teachers' adventures and misadventures during the pandemic in Portugal DOI Creative Commons
Mariana Gaio Alves, Leonor Lima Torres

Educação & Realidade, Journal Year: 2024, Volume and Issue: 49

Published: Jan. 1, 2024

ABSTRACT The pandemic called for immediate adaptations in school work, the repercussions of which are not yet fully understood. This paper explores effects lockdown on teachers' ways working, considering intensive use digital technologies and professional learning opportunities during this period. Data from a questionnaire completed by primary secondary teachers between July September 2020 is used. Professional identified as inseparable changes pedagogical teaching dynamics. adaptation to adoption new practices were found vary according gender, qualifications, level education taught length service, among other variables.

Language: Английский

Citations

0
Aventuras e desventuras de professores durante a pandemia em Portugal DOI Creative Commons
Mariana Gaio Alves, Leonor Lima Torres

Educação & Realidade, Journal Year: 2024, Volume and Issue: 49

Published: Jan. 1, 2024

RESUMO A pandemia exigiu adaptações imediatas no trabalho escolar cujas repercussões ainda não são bem conhecidas. No artigo, exploram-se os efeitos do confinamento nos modos de dos professores, considerando a utilização intensiva das tecnologias digitais e as oportunidades aprendizagem profissional durante esse período. Recorre-se aos dados um questionário respondido por professores ensino básico secundário entre julho setembro 2020. Identificam-se aprendizagens profissionais indissociáveis mudanças nas dinâmicas pedagógicas didáticas. Constata-se que adaptação adoção novas práticas pelos variou em função género, habilitações, nível ensino, tempo serviço, outras variáveis.

Citations

0
An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic DOI
Annjeanette Martin, Maritza Rosas-Maldonado, Paulina Sepulveda-Escobar

et al.

Professional Development in Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: Dec. 3, 2024

The COVID-19 outbreak in Chile exposed social inequalities, strained education systems, and worsened teachers' working conditions. In the present qualitative study, we conducted in-depth semi-structured interviews with 10 novice English teachers. aimed to reveal experiences tensions of these language teachers who were providing emergency remote instruction different school contexts during early months pandemic. Interviews coded data thematically analysed. Findings presented using Bronfenbrenner's bioecological model as a framework showed that professionalism was impacted by each level nested systems within environment which worked. Given influences exerted outer felt constrained their pedagogical decision-making, hence concentrated efforts on fostering teacher-student relationships connecting students emotionally. Through voices, claim there is need re-negotiate expand professionalism, giving them freedom make curricular decisions while exploring avenues incorporate more humanistic, nurturing, self-caring perspective.

Language: Английский

Citations

0
Teachers' situated knowledge: Addressing digital exclusion in rural contexts DOI Open Access
Isabel Pavez, Ángela Novoa-Echaurren,

Antonio Salinas-Layana

et al.

Digital Education Review, Journal Year: 2024, Volume and Issue: 45, P. 171 - 178

Published: July 1, 2024

This study delves into the intricate challenges surrounding incorporating information and communication technologies (ICTs) in education, particularly regions characterized by digital exclusion, such as rural areas. By recognizing potential of ICTs to support expand student learning opportunities, this research explores necessity for effective implementation through tailored professional development aligned with teachers' contextual conditions needs. In addressing these challenges, concept technological appropriation, underscoring significance individual elements adapting users' specific needs environments. Through unstructured face-to-face interviews 21 teachers immersed a digitally vulnerable context, unveils insights how educators’ appropriate enhance learning. The findings contribute educational practices contexts, focusing on providing meaningful experience students. shedding light strategies navigating landscape challenging environments, aims inform policies that bridge gap, ultimately fostering equitable access enhanced outcomes settings.

Language: Английский

Citations

0