Reflections on embodiment and pandemic pedagogies in Greek higher education: lessons from students’ considerations / Reflexiones sobre la corporeidad y las pedagogías de la pandemia en la educación superior griega: lecciones extraídas de las opiniones de los estudiantes

Culture and Education, Journal Year: 2024, Volume and Issue: 36(4), P. 970 - 1004

Published: Nov. 1, 2024

Using quantitative and qualitative findings from a study conducted at large Greek university, the article observes COVID-19 pandemic pedagogies through students’ perspectives lived experiences examines emergent online learning as both an opportunity danger. The reveals divergent views of emergency learning. These include concerns about further digitalization higher education eroding physical space embodied community on-campus hopes for more inclusive digitalized university based on blended education. Blended systems appeal to students social backgrounds variety reasons. There are several advantaged who claim that will benefit primarily integration academic requirements with digital capabilities. Students disadvantaged support including learning, which may help overcome economic hardship in country experiencing protracted crises. While points out advanced technology needs be encouraged integrated into practices, it challenges sociotechnical imaginary post-coronial platformization learnification processes, decentralize educational practices bring them homes, away campus-based practices.

Language: Английский

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The potential of Zoom technology for enabling creativity in the drama classroom through peer-assisted learning and group collaboration in pre service teacher education

NJ, Journal Year: 2021, Volume and Issue: 45(2), P. 144 - 159

Published: July 3, 2021

The COVID-19 pandemic has impacted all levels of education around the world in many ways, including Sri Lanka. In higher institutions this involved an unexpected and 'forced' transition from face-to-face to remote teaching learning modes, with universities being required create new types environments. This paper reports on work students a pre-service Drama Theatre teacher degree, focus final year professional practice component. It innovative approach involving Zoom technology, adopted not only evaluate students' outcomes capabilities, but also strengthen their collaborative creativity skills. findings study contribute strengthening understanding potential virtual, technology-based approaches such as changed conditions, signpost possible future research directions terms integrating technology online delivery for education.

Language: Английский

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Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia

Media Practice and Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: May 30, 2024

This article considers how the COVID-19 pandemic impacted tertiary-level screen production education in Australia. Six university educators across four Australian states present a series of critical thematic reflections, interrogating their lived experiences teaching courses during periods by lockdowns and social distancing requirements. The analysis reveals amplified areas like concept development fundamental skills using mobile devices, while more advanced technical student collaboration suffered due to remote learning conditions. Managing health risks through COVID-safe protocols became major priority. Student storytelling shifted towards shorter individual projects exploring themes isolation, though some collectives producing anthology also emerged. While pandemic-driven changes online meetings have persisted, authors identify an ongoing need foster students' interpersonal proficiency developed collaborative, hands-on experiences. diverse reflections highlight common challenges but differences based on varying conditions restrictions. Overall, argue for balanced, responsive approaches going forward equip graduates with frameworks navigate industry shifts alongside changing expectations around delivery modes.

Language: Английский

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“It doesn't feel like we've had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 152, P. 104789 - 104789

Published: Sept. 13, 2024

Language: Английский

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Silent stages: COVID-19 as a catalyst for change in Canadian El Sistema and Sistema-inspired programmes

British Journal of Music Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 12

Published: Sept. 18, 2024

Abstract El Sistema and Sistema-inspired programmes have become increasingly popular community music education social welfare initiatives that aim to benefit socially economically disadvantaged youth. The coronavirus disease 2019 (COVID-19) pandemic significantly disrupted many of these programmes. purpose this research was investigate how eight Canadian adapted the COVID-19 pandemic. We interviewed teachers administrators found their programming impacted in relation four themes: (a) an increased emphasis on curricula, (b) pedagogical shifts, (c) inclusion diverse musical voices (d) adopting anti-racism perspectives. response served as a significant catalyst for change programmes, utilising disruption rethink address participant needs.

Language: Английский

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Shared uncertainties: mapping digital teaching artistry in youth performing arts during COVID-19

Research in Drama Education The Journal of Applied Theatre and Performance, Journal Year: 2023, Volume and Issue: 29(1), P. 43 - 56

Published: July 2, 2023

This article considers a pilot research project that examines the successes, failures, and best practice approaches for delivering online performing arts education experiences to young people around Australia. In conversation with 15 teaching artists 18 youth-based organisations nationally, it evaluates challenges innovations in live experienced during COVID-19 pivot. doing so pedagogies foreground embodied playful collaboration diversified access participants. It recognises role of youth reshaping creativity learning opens considerations digital educations may play increased accessibility.

Language: Английский

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When constellations align: What early childhood pre‐service teachers need from online learning to become confident and competent teachers of the arts

British Educational Research Journal, Journal Year: 2023, Volume and Issue: 50(1), P. 331 - 347

Published: Nov. 6, 2023

Abstract Pre‐service teachers need to experience authentic arts activities confidently impart the quality engagement that young learners deserve. Most importantly, these experiences should contribute shaping emerging teacher identities. We sought understand student of online early childhood pre‐service in their courses, and what they become competent confident arts. Using data from 51 responses a 24‐question qualitative survey distributed across three Australian universities, we engaged methodological process bricolage present story constellation offering important insights for teacher‐educators

Language: Английский

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What is left of the studio, in the absence of a room to share?

Journal of Applied Arts and Health, Journal Year: 2021, Volume and Issue: 12(3), P. 289 - 304

Published: Dec. 1, 2021

This article builds on previous work exploring the essential relational experiences of risk, rupture and change that are possible for students teachers who learn in an open studio setting. In response to isolation accompanied COVID-19 pandemic this considers how dynamics translated into online environment. The authors use artmaking explore their experience working alongside each other way, engaging material knowing learning findings reveal just as constructed physical space art is a dynamic container social interaction expression, can act these transformative experiences. what elements remain absence room share doing so pertinent therapists educators across face-to-face environments.

Language: Английский

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Te Rito Toi in New Zealand: A Caring Response to the Pandemic

Frontiers in Education, Journal Year: 2021, Volume and Issue: 6

Published: Oct. 14, 2021

Te Rito Toi is an online open access educational resource designed to help teachers respond the extraordinary circumstances of pandemic and provide all children with opportunities engage arts. Central project was concept well-being, one United Nations Sustainable Development Goals (SGD 3). The study reported in this article delved into perspectives a group New Zealand educators who used after Covid-19 lockdown explore ways which helped them their students both individual collective recovery. analysis interviews revealed following four themes: 1) building relationships sense belonging; 2) enhancing communication empathy; 3) connecting wider social issues; 4) contributing community

Language: Английский

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Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

Research in Learning Technology, Journal Year: 2023, Volume and Issue: 31

Published: June 5, 2023

In this study, primary school pupils have been surveyed using the methodology of drama pedagogy, focusing on two research questions: what risks online activities are and how children cope with these, experiences distance learning were. This study investigated both areas jointly from pupils’ perspective. Three anonymous focus groups were conducted 16 Hungarian (4 boys 12 girls; age range: 11–15 years) in July 2020, who joined to a voluntary basis recruited three rural counties different socioeconomic backgrounds. Respondents unequivocally recounted that during lockdown, they had spent significant part their time front screen, mostly without adult supervision. Whilst most only experienced forms teasing, some cyberbullying instances bordered criminal cases required involvement parents. High exposure such was months when mainly consisted receiving assignments work on, teachers almost unavailable. Future could compare teachers, creating an safe space for them where respond each other’s perceptions, interpretations opinions anonymously.

Language: Английский

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