12/17/2023 0 Comments New paths for educationFinally Sokal and Parmigiani used a newly developed set of global competence rubrics to explore the relationships between 115 teacher candidates' global competence, demographic variables, and programmatic variables within their teacher education program. evaluated the perception of Austrian elementary school teachers when distance teaching and the challenges they faced due to COVID-19 that included a lack of personal contact with students additional workload and more stress, a lack of technical equipment and digital skills and an inability to offer individual support for students at risk. This study highlights the resilience, the mental resistance to difficulties and stresses that teachers exhibited as they planned for how they would respond to the pandemic and both navigate and survive the challenges. explored the concept of pedagogical resilience in Thailand and the Philippines concerning teachers' personal, professional, and social attitudes toward teaching and learning during the COVID-19 pandemic. addressed the perception of university teachers about online teaching during COVID-19, the challenges, issues, and problems faced by university teachers and how to cope to overcome the issues, challenges, and problems posed by the pandemic. Regardless of these barriers, they also found creative ways to connect with students, extend instruction, and solve problems. They also experienced frustrations related to the factors that stood between them and their ability to support their student's social-emotional growth and wellness as a result of the pandemic. Impact on instructorsīesides missing the human connection and contact with students, instructors experienced fatigue with using new technology to teach virtually and asynchronously. We identified four broad categories of manuscripts from those received: Impact on instructors, impact on student's knowledge and skills, impact on teaching practices, and focus on administrative practices. To help educators make their way in the new challenges of pandemic-disrupted education, we sought articles to illuminate innovative, collaborative, ethical, and effective educational practices in virtual and hybrid teaching contexts. A total of 15 manuscripts were received and assessed for inclusion based on their relevance to the educational challenges during the COVID-19 time period. To address this unprecedented, rapid change in education, a Research Topic to inform the broader international educational community was opened for articles related to the conditions and shifts in classrooms related to assessment, standards of education, gaps in learning, innovative approaches to learning, and support of emerging alternative methods of learning. The effects of this educational disruption are just beginning to be measured and will likely have ripple effects for years to come. The only difference is who was affected and who was paying attention.” UNESCO reported that the pandemic has caused educational disruption and school closures for over 1.2 billion students ( Giannini and Brandolino, 2020). Most of the inequities existed long before the pandemic. Education reporter Mangrum (2020) noted “The COVID-19 pandemic has exacerbated a lot of problems facing public schools-but it didn't create most of them. With the sudden closure of schools and move to remote instruction and virtual learning with little adjustment, teachers, administrators, and students suddenly found themselves in uncharted territory. In the spring of 2020, and COVID-19 reached pandemic status, the entire education community was forced into an unplanned online learning experiment.
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