Academic Staff Adaptation to the Challenges of the Covid-19 Pandemic: A Case of Pavlo Tychyna Uman State Pedagogical University

Abstract

Currently, higher education system is characterized by the growing role of personal ability to adapt to the challenges of COVID-19 and finding opportunities for further development considering the global changes in all spheres of life. It puts pressure on the institutions in general and academic staff in particular. This paper aims at studying the challenges academic staff of the English Language and Methods of Teaching Department of Pavlo Tychyna Uman State Pedagogical University has faced during the COVID-19 pandemic and staff’s preparedness and consequent adaptation amid new conditions that are constantly appearing because of the pandemic. The article presents a case study research to answer the following questions: What is the level of academic staff readiness to teach under conditions of the COVID-19 pandemic from a diachronic perspective? In what ways has academic staff adapted to the challenges of the COVID-19 pandemic? The study uses predominantly quantitative and occasionally qualitative analysis to gain insights into our researched issues. The research has shown a steady increase in the number of department lecturers who feel ready for the challenges of online and blended teaching caused by the pandemic and comfortable with their professional competence due to sustainable adaptation to the current situation. The research prospects are clearly seen in the further process of adaptation and professional activities paradigm re-evaluation under the constantly changing global and local conditions as well as researching the issue in a broader context of similar or corresponding cases.

Language Teaching Challenges Through the Lens of Corpus Linguistics

“…As expected, the dominant discussions within the target corpus, as signaled by the lemma online, revolved around the challenges associated with the shift to online education, much in line with the recent research trend (e.g., Bezliudnyi et al, 2022;Huszti et al, 2022;Lőrincz & Komar, 2023;Zadorozhna & Datskiv, 2022). Accentuated in the corpus are the issues of language teacher roles, teacher and learner motivation, the knowledge base of language teachers, language teaching approaches, reprising the observations of the available examinations.…”