This quantitative study proposes and validates the Hybrid force model by analysing the challenges and opportunities in online education during COVID-19 through an online survey from students and teachers of Indian higher education institutions. The proposed model considers the learner as a system of study and talks about the amalgamation of knowledge, human force (teacher), and techno-logical force for better online learning opportunities and experience. The results show Google Meet, Zoom, and Microsoft Team as the main online platforms for imparting the classes while almost 80% of the students prefer a non-traditional teaching method (online and hybrid). The results highlight that more than 88% of the students prefer to have a personal teaching assistant in their learning trajectory.
The need to increase educational quality has led public policymakers to create and implement strategies for improving teachers’ skills. One such strategy, adapted in Chile, is the classroom accompaniment program, which has become a case of teacher professional development. The present study primarily seeks to understand public schoolteachers’ perception on classroom pedagogical accompaniment program (CPAP), and at the same time its effectiveness. This qualitative research is a case study framed within an interpretive paradigm, in which semi-structured interviews were conducted to collect data. A content analysis was done with 4 categories and 10 subcategories of perceptions attributed to the program and its effectiveness by 13 teachers, 8 females and 5 males, belonging to four public educational establishments. The results show opposed perceptions about the existing accompaniment program. On one hand, some teachers rate it positively and consider it beneficial for them and their students, who also received adequate feedback. On the other hand, another group of teachers considered that there were no positive contributions to their work performance, with impacts including greater reticence during the in-class observation process. Thus, the study concludes that the initial orientations and instruction regarding the role of the observing teacher are fundamental for the classroom accompaniment process to be effective and that it can be a valuable tool to apply for improving teacher performance.
Paulo Freire y el cambio de paradigma en la enseñanza y el aprendizaje del idioma: un estudio de caso sobre chile-India Paulo Freire e a mudança de paradigma no ensino e aprendizagem de línguas: um estudo de caso no Chile-Índia
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