Transformative learning: reflection on the emotional experiences of schoolteachers during and after the pandemic
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Янв. 22, 2025
Teachers
have
experienced
online
teaching
anxiety
since
the
pandemic,
and
as
education
continues
with
digitization,
emotional
experiences
should
be
addressed.
By
focusing
on
emotions
by
schoolteachers
in
teaching,
this
research
investigates
how
intense
feelings,
strong
can
transformed
into
critical
self-reflection
ultimately
achieve
transformation
based
transformative
learning
model.
As
teachers
across
jurisdictions
reportedly
burnout,
discovers
that
is
gateway
a
path
allows
teachers'
passion
to
reignited.
To
cope
changes
challenges
brought
use
of
AI
vastness
information,
it
essential
for
re-examine
identify
their
roles
classroom
consolidate
valuable
contributions
irreplaceable
role
an
effective
environment.
Through
case
studies
cover
life
stories
five
Hong
Kong,
Canada
Taiwan,
discusses
emotionality
plays
key
examines
process
which
anxieties
transcend
passion.
Язык: Английский
Adapting music education to pandemic regulations: Conceptualizing the school demands-resource theoretical innovation through autoethnography
International Journal of Music Education,
Год журнала:
2024,
Номер
unknown
Опубликована: Июль 31, 2024
The
COVID-19
pandemic
profoundly
impacted
the
wellbeing
of
students
and
teachers
around
world.
Job
demands-resource
theory
has
been
an
integral
theoretical
framework
to
understand
how
workers
navigate
strenuous
conditions.
Further,
study
model
was
conceptualized
students’
school-based
responsibilities
affect
their
performance.
There
is
a
gap,
however,
in
unifying
these
models
teachers’
are
co-influenced
by
demands
resources.
To
address
this,
I
school
explore
intersections
this
phenomena.
Through
autoethnography,
reflected
upon
my
own
professional
practices
as
public
music
teacher
facilitating
learning
experiences
during
pandemic.
Findings
generated
provide
new
understandings
into
job
demands-resources
health
regulations
program
function.
Increased
included
physical
distancing,
teaching
without
singing
or
movement,
increased
sanitation
classroom
materials,
but
were
alleviated
via
successful
job/study
crafting.
School
resources
also
affected
pandemic-related
protocols,
including
changes
relationships,
self-efficacy.
Implications
for
future
research
include
exploring
relationships
crafting
may
optimize
engagement
programs.
Язык: Английский
Physical education teachers’ experiences during the COVID-19 pandemic: conceptualizing outdoors as a job demand and resource for school wellbeing
Journal of Adventure Education & Outdoor Learning,
Год журнала:
2024,
Номер
unknown, С. 1 - 14
Опубликована: Ноя. 7, 2024
Education
systems
across
the
world
were
significantly
impacted
by
disruptions
of
COVID-19
pandemic.
To
accommodate
physical
distancing
requirements
mandated
public
health
authorities,
many
school
gymnasiums
co-opted
to
become
classrooms,
consequently
displacing
and
educators
teach
in
outdoor
contexts.
Through
semi-structured
interview
methods,
this
research
unpacked
perspectives
10
Canadian
educators'
experiences
teaching
outdoors
during
Findings
indicated
that:
(a)
struggled
navigate
protocols;
(b)
learning
environments
mitigated
strain
these
regulations;
(c)
contexts
benefited
wellbeing
staff
students;
(d)
there
challenges
associated
with
outdoors.
Utilizing
job
demands-resource
theoretical
framework,
study
illuminated
a
novel
concepetualization
how
spaces
served
as
both
challenging
demand,
but
also
valuable
resource
support
wellbeing.
Язык: Английский