A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology

Grammens, Maaike; Voet, Michiel; Vanderlinde, Ruben; Declercq, Lieselot; Wever, Bram De

doi:10.1016/j.edurev.2022.100461

Cited by 34 publications

(32 citation statements)

References 50 publications

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“…In such environments, teachers need to be competent in using diverse tools (e.g., mobile phones, pads, PC) to interact with students in real-time. Researchers suggested it is an emergent but so far understudied form of online education ( Grammens et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Huang

ZHAO²,

Qi³

et al. 2023

Front. Psychol.

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While the technology integration has been widely acknowledged, insufficient effort has been made to understand English teachers’ perceptions of emergency remote teaching (ERT). Given English is the primary foreign language in China and English teachers’ perceptions and adoptions of ERT impact the attainment of teaching and learning goals, this study inquired into experienced university English teachers’ emotional attitudes, perceptions of the reconstructed professional identity, and their strategies to cope with difficulties when conducting ERT in the Chinese English teaching context. Semi-structured interviews were conducted both online and face-to-face with five experienced universities English teachers in China. The findings indicated a trajectory of teachers’ attitudes toward ERT, namely, their attitudes were switched from doubt and rejection to fondness and attachment. Experienced English teachers adopted various strategies to cope with the difficulties and challenges they have encountered, including seeking support from their peers, students, and family, as well as self-regulated learning to sustain continuing professional development. During ERT, they have reconstructed their teacher identities. The study enriched peoples’ understandings of English teachers’ perceptions of the ERT by contextualizing the study in the Chinese educational context. Results can provide empirical evidence for policymakers and teacher trainers to make informed decisions regarding technical support and teachers’ continuing professional development.

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Section: Literature Reviewmentioning

confidence: 99%

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Huang

ZHAO²,

Qi³

et al. 2023

Front. Psychol.

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show abstract

“…Therefore, the competency achievement indicators must be concrete so that learning achievement can be easily identified and measured. 38,39,40,41,42 The formulation of the indicators in a discussion topic uses operational verbs. Then, the main materials must be adjusted to the indicators.…”

Section: Formulating Competency Achievement Indicatorsmentioning

confidence: 99%

Exploring Planning for Teaching Arabic as a Foreign Language at Senior High School: Teacher’s Didactical Competencies

Sanusi

Ainin²,

Muassomah³

et al. 2022

JBA

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This study aimed to explore teachers’ didactic competencies in planning Arabic language teaching for Non-Native Speaker (NNS) students at the Islamic senior high school level. A qualitative approach with a descriptive method was used in this study. The results of this study showed that the didactic competence of Arabic language teachers in planning Arabic language teaching had not been in line with applicable regulations and guidelines, such as determining core competencies and basic competencies levels, formulating the indicators of competency achievement, setting learning objectives, and developing learning activities by integrating 4C skills in core activities. The foregoing was due to the lack of teachers’ understanding and experiences in developing syllabi and preparing lesson plans. It is hoped that this study can be a reference for Arabic language teachers at all levels of Islamic schools, especially in developing a syllabus and preparing appropriate lesson plans, so that learning processes can be carried out effectively.

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“…A previous study found low quality of teachers in facing 21st century education according to the UKG (teacher competence test) score that did not meet the passing grade (Darmuh & Ramdani, 2020). The low UKG score is caused by incompatibility of disciplines with teaching fields, teachers are not yet equivalent to undergraduates, ineffective continuous professional improvement (PKB) for teachers and recruitment of teachers (Grammens et al, 2022). On the other hand, the high budget for education is not a determinant in improving education quality because problems on teacher competence must be resolved immediately (Yusof et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Management of Teacher Competency Development and Training in Improving Learning Quality

Hafizi

Wasliman

Hanafiah

et al. 2022

JERE

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Management of teacher competency development and training in improving learning quality still has constraints on planning, organizing, implementing, and evaluating. This study aimed to describe the management of teacher competency development and training in improving learning quality. This qualitative study used case-study and descriptive methods. Data were collected using observations, interviews, and documentation then reduced, presented, and concluded. Based on the results, the management of teacher competency development and training in improving learning quality has been running to improve teacher competence making them have the structure, concept and scientific mindset to excel students through high learning quality even though it is not optimal due to constraints on the number of teachers, mismatches with qualifications, oriented to assignment scheduling, low HR quality, and low mastery of technology so that the proposed solution is to train teachers to have good competence, teach according to their own expertise, career development through functional roles based on credit score calculations, motivate teachers to continue study to a higher level, provide opportunities for teachers to participate in training, raise salaries, conduct clinical supervision to all teachers, and assess learning tools owned by teachers.

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A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology

Cited by 34 publications

References 50 publications

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

English teachers’ perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies

Exploring Planning for Teaching Arabic as a Foreign Language at Senior High School: Teacher’s Didactical Competencies

Management of Teacher Competency Development and Training in Improving Learning Quality

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