Covidentity: examining transitions in teacher identity construction from personal to online classes

Nazari, Mostafa; Seyri, Haniye

doi:10.1080/02619768.2021.1920921

Cited by 35 publications

(27 citation statements)

References 31 publications

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“…In line with theoretical models, König et al ( 2020 ) found that teachers' current ICT skills and opportunities to improve them were significant factors in their adoption of online teaching during school closures in Germany. Moreover, one recent qualitative study reported that online teaching during the pandemic led to a transition in teachers' identity and positively impacted their beliefs about ICT (Nazari and Seyri, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Paetsch

Drechsel

2021

Front. Psychol.

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The COVID-19 pandemic necessitated an abrupt change in university teacher education, in that most face-to-face courses were replaced by online education, which had a profound impact on students. Pandemic distance learning required students to possess a high degree of self-regulation concerning their learning environment and to find new ways of communicating with their peers and instructors. At the same time, the novel situation offered opportunities to experience new educational applications. To learn more about the possible benefits of distance learning, this study examines how the first online semester during the pandemic contributed to pre-service teachers' intentions to use digital learning materials in the future. Pre-service teachers enrolled in a German university (n = 348) answered an online questionnaire at the end of the summer term of 2020. Findings from structural equation modeling showed that the perceived quality of teacher training during the online semester and self-reported improvements in digital skills predicted significantly students' intentions to use digital learning materials for future teaching. Moreover, results revealed that attentional regulation predicted perceived quality of teacher training and self-reported improvements in digital skills during distance learning. Thus, attentional regulation had a significant indirect effect on pre-service teachers' behavioral intentions. The indirect effects of other resource management strategies (effort and time management) and intrinsic motivation were not significant. Our results show that the quality of online instruction was an important factor in student teachers' learning processes during the pandemic. Based on our results, we discuss implications for the promotion of pre-service teachers' intentions to use digital learning materials for teaching in schools.

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Section: Introductionmentioning

confidence: 99%

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Paetsch

Drechsel

2021

Front. Psychol.

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“…La influencia de las variables socioeconómicas de las familias (Bokayev, Torebekova, Davletbayeva & Zhakypova, 2021), así como de estudiantes y docentes en contextos rurales (Annessi y Acosta, 2021;Ribeiro et al, 2021). Las habilidades digitales de los docentes para enfrentar el nuevo escenario y las acciones de capacitación por emprender (Howard, Tondeur, Siddiq & Scherer, 2020;Cutri, Mena & Whiting, 2020;Nazari & Seyri, 2021). Adecuaciones curriculares, diseño de programas y recursos educativos emergentes por parte de los gobiernos e instituciones educativas (Reimers & Schleicher, 2020;Van der Spoel, Noroozi, Schuurink & Van Ginkel, 2020;Gómez, 2021).…”

Section: Discussionunclassified

Buenas prácticas de docentes de educación básica durante la pandemia COVID-19

Nashiki

Lovatón²

2021

Rev. Innova Educ.

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El objetivo de este artículo fue analizar las acciones que los docentes de diferentes estados de la República mexicana implementaron para dar continuidad a las actividades de aprendizaje de los estudiantes durante la contingencia sanitaria. El estudio es de corte cualitativo apoyado en la Teoría Fundamentada como herramienta de análisis y se realizaron entrevistas mediante videollamadas a una muestra intencional de veinte profesores. Los principales hallazgos indican que: los docentes reconceptualizaron su práctica en un tiempo breve, adaptándola al contexto para afrontar la crisis, utilizaron medios tecnológicos para transmitir temas y contenidos, buscaron alternativas para comunicarse con los estudiantes, generaron recursos didácticos con diseño instruccional, grabaron videos y realizaron actividades para apoyar socioemocionalmente a las familias, mostraron empatía y acciones solidarias con los hogares. Como resultado de su experiencia profesional y sus conocimientos, lograron innovar en su disciplina y responder a las demandas del entorno, en contraste, la estrategia gubernamental mostró limitaciones.

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“…A study was conducted by (Nazari & Seyri, 2021) regarding the identity shift of schoolteachers moving from face-to-face to online classes. Semi structure interviews were used to collect the data including self-reported practices, and group discussions.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Reconstruction of Iranian English Foreign Language Teachers’ Professional Identity in Online Classes

Fallah

Chalak

Tabrizi

2021

PEC

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Because of the Covid-19 outbreak, all academic institutions all over the world swiftly shifted to reconstitute the presentation of their courses that customarily took place on campus. This study explored the kind of online professional identities that English teachers in private language institutes constructed during the Covid-19 Pandemic. Additionally, it examined possible impacts of adopting online solutions on teachers’ performance and teaching skills and their perceptions of communities of practice and their effect on their PI in online classes during this period. The study was conducted on 35 English teachers, teaching English in language institutes in Yazd, Iran. The study followed a qualitative approach. Semi-structured interviews were conducted individually and also in groups, to gain access to their lived experiences of running online classes. Results revealed four main characteristics that (re)constructed and affected teachers’ PI in online classes, namely, teachers’ role, competency and self-effectiveness, appreciation and connection, and future plans. The findings also revealed that streamlined communication and communities of practice were very beneficial in (re)constructing their changing identities in online classes. Membership in communities of practice was found to be an essential action to make teachers’ teaching skills and social learning better and share common experiences. The results showed that these aspects highly influence the teachers’ reconstruction of PI in a positive way in language institutes. Keywords: communities of practice, English as a foreign language, language institute, online professional identity, qualitative approach

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Covidentity: examining transitions in teacher identity construction from personal to online classes

Cited by 35 publications

References 31 publications

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Factors Influencing Pre-service Teachers' Intention to Use Digital Learning Materials: A Study Conducted During the COVID-19 Pandemic in Germany

Buenas prácticas de docentes de educación básica durante la pandemia COVID-19

Reconstruction of Iranian English Foreign Language Teachers’ Professional Identity in Online Classes

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