Teaching characteristics in distance education—associations with teaching quality and students’ learning experiences

Teaching and Teacher Education, Год журнала: 2023, Номер 132, С. 104174 - 104174

Опубликована: Июль 5, 2023

In spring 2020, teaching and learning changed significantly when schools closed in order to contain the COVID-19 pandemic. We investigated associations between characteristics (teachers' communication, goals, approach teaching) with ratings of quality students' experiences. Data from students (N = 3.159) Grades 5–12, their parents 1.688), teachers 459) collected online spring/summer 2020 showed that teachers' communication colleagues, ability maintain a good relationship students, time they spent on lessons were most consistently associated as well

Язык: Английский

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Technology integration in emergency remote teaching: teachers’ self-efficacy and sense of success

Education and Information Technologies, Год журнала: 2023, Номер 28(10), С. 12433 - 12464

Опубликована: Март 10, 2023

Язык: Английский

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Pedagogical uses of ICT in Finnish and Chilean schools: A systematic review

Contemporary Educational Technology, Год журнала: 2025, Номер 17(1), С. ep561 - ep561

Опубликована: Янв. 6, 2025

Rapid technological developments have heightened global interest in pedagogically sound uses of information and communication technologies (ICTs) education. However, universal principles for ICT integration need to better align with the local realities teachers schools optimal uptake. Using Chile Finland as case studies, this research summarizes, appraises, synthesizes literature on teachers’ before during pandemic. Adopting a ‘glocal’ framework (Manca et al., 2021), study identifies trends uses, including potential shifts that carry implications both theory practice. A systematic review was conducted examine Finnish Chilean reported studies across five databases. The search limited peer-reviewed, English-language publications over thirteen-year period yielded 26 high-quality papers were analyzed using meta-aggregation. Findings reveal depended methods employed these where qualitative documented innovative quantitative more traditional ICT. During pandemic, shifted focus teacher experiences highlighting positive ICT-related negative lack training practical issues. Based findings, recommendations are given continue enhance locally globally.

Язык: Английский

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Teachers’ concerns and teaching experience during the pandemic and beyond: implications for research, policy and practice

Cogent Education, Год журнала: 2025, Номер 12(1)

Опубликована: Фев. 7, 2025

This paper reports on findings arising from a wider study aimed at investigating teachers' concerns during the pandemic and their views regarding changes in teaching post-COVID context. Adopting mixed-method approach, data were gathered through survey including both open-ended closed-ended questions. The involved 2,192 teachers all sectors of education. Both quantitative qualitative indicate that most frequent are related to students families, own personal issues, poor working conditions, work-life balance. Furthermore, suggest experience second lockdown was generally more positive compared first lockdown. participants advocate for post-pandemic scenario, particularly focusing continuous professional development, enhancing institutional securing access adequate resources. Differences responses sociodemographic questions also found relating Remote Teaching Concerns (RTC) Experience (RTE). offers implications further research, policy practical applications field.

Язык: Английский

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La docencia en pandemia, estrategias y adaptaciones en la educación superior: Una aproximación a las pedagogías flexibles

Edutec Revista Electrónica de Tecnología Educativa, Год журнала: 2022, Номер 79, С. 114 - 133

Опубликована: Март 29, 2022

Esta investigación busca compartir la metodología de análisis desarrollada para identificar las lecciones aprendidas durante el período confinamiento y recomendaciones reflexionar sobre adaptaciones pedagógicas digitales una educación más flexible. Participaron profesores estudiantes grado máster Facultad Educación. Los resultados revelan que inicio del solo permitió transferir contenido digitalmente ofreció poco tiempo repensar enseñanza aprendizaje. Sin embargo, demuestran sí hay flexibilidad elegir metodologías, según necesidades circunstancias alumnado. participantes están predispuestos a seguir aprendiendo uso tecnologías métodos innovadores, también existe necesidad incorporar dichas competencias en los programas educativos futuros educadores. Se evidencia será clave calidad educativa, por ello compromiso actual profesorado inicia con revisar sus tecnológicas.

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Teachers' work today: Exploring Finnish teachers’ narratives

Teaching and Teacher Education, Год журнала: 2023, Номер 137, С. 104378 - 104378

Опубликована: Ноя. 8, 2023

This study employs narrative as a theoretical perspective and methodological approach, looking at the current nature of teachers' work from viewpoint 25 Finnish basic education teachers. Several categories such multiple teacher roles fragmentation work, teamwork multi-professional cooperation, pupils' diverse backgrounds, changed learning skills behaviour, opportunities challenges digitalization, schools' open architecture, pandemic were identified. These illustrate today hectic changing, involving relational intensification, challenging redefining identities. The implications for pre- in-service professional development are discussed.

Язык: Английский

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The digital silver lining of the pandemic: The impact on preservice teachers’ technological knowledge and beliefs

Education and Information Technologies, Год журнала: 2023, Номер 29(2), С. 1591 - 1616

Опубликована: Май 2, 2023

Abstract COVID-19 drastically disrupted teaching and learning worldwide across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances frequently revealed challenges related to both infrastructure teachers’ learners’ technological skills readiness. This study aimed investigate whether the experience of emergency remote significantly impacted preservice knowledge beliefs for their future with technology. We investigated three cohorts teachers (pre-lockdown, n = 179; during lockdown, 48; post-lockdown, 228) explored differences self-reported pedagogical content (TPACK) beliefs. Findings showed positive effects post-lockdown cohort, reflected higher levels (TK) (TPCK) compared pre-lockdown cohort. In addition, unique (CK) (PCK) were found cohort among prior experiences. No either or emerged These findings indicate that, despite lockdowns, not only appear have maintained towards technology but may even been able draw benefits from lockdown. associated are discussed regard implication teacher education.

Язык: Английский

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“Drowning in bureaucracy”: The unintended consequences of NHS charging policies for the provision of care to migrant populations

Deleted Journal, Год журнала: 2023, Номер 8

Опубликована: Янв. 1, 2023

PhD students across the Universities of Bath, Bristol, Exeter, Plymouth, and West England

Язык: Английский

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Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers

Frontiers in Education, Год журнала: 2022, Номер 7

Опубликована: Окт. 10, 2022

With the start of Coronavirus (COVID-19) pandemic, global education system has a faced immense challenges and disruptions resulting in necessity for an immediate redesign teaching learning school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher adapt their daily routines new unprecedented educational reality. Researchers policymakers worldwide have agreed that, despite fact that efforts were made immediately emergency teaching, disadvantaged vulnerable students may especially at risk teaching. Given differences schooling organization across countries during COVID-19 pandemic it can expected teachers performed inclusive instructional practices significantly different. Against unpredictable situation, cross-country research been urgently required provide data could inform policy. Thus, this study explored teachers’ perceptions supporting first closures, as well examining three countries: Germany, Austria Portugal. ANOVA results revealed important country differences. In general, appears Germany reported implemented less address at-risk compared Portuguese teachers. Implications results, further lines are outlined.

Язык: Английский

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When social hierarchy meets hierarchical school culture: Implications for Chinese Hong Kong school leaders

Educational Management Administration & Leadership, Год журнала: 2023, Номер unknown, С. 174114322311582 - 174114322311582

Опубликована: Март 7, 2023

This article provides school leaders with insights into within and beyond-school influences on collaborative culture. The study examines how social demographics, culture prevalent in different bandings, influence capacities (principalleadership; shared supportive leadership; values vision; learning). A structural equation model is constructed from 10 Hong Kong schools’ survey data to trace the path of variables. results show that hierarchical cultures tend prevail lower banding schools, affecting negatively. In contrast, rule-seeking have a positive individuals humbler childhood family upbringing. Likewise at individual level, unlike most risk-takers found negatively culture, English home language speakers’ risk-taking do not significant such capacities. Nevertheless, teachers are as likely be recruited schools regardless banding. global significance broader hierarchy embeds leadership relations differentiated by banding, an impact School may consider leveraging professional development promote enhance collaboration levels organizational hierarchy.

Язык: Английский

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