Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel

Frei-Landau, Rivi; Avidov-Ungar, Orit

doi:10.1016/j.tate.2021.103623

Cited by 25 publications

(11 citation statements)

References 60 publications

(88 reference statements)

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“…The COVID-19 pandemic has emphasized the need to prepare teachers to use technology effectively (Frei-Landau & Avidov-Ungar, 2022;Carrillo, & Flores, 2020;Lin & Johnson, 2021). Even before the pandemic erupted, the use of mobile and blended learning has grown rapidly (Tatnall & Fluck, 2022), and scholars have claimed that it is necessary to integrate technology into teacher education and to nurture teachers' techno-pedagogical skills (Voithofer & Nelson, 2021).…”

Section: (Mandy Hale)mentioning

confidence: 99%

Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era

2022

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Using mobile learning (ML) has become exceedingly relevant in times of distant teaching. Although much is known about the factors affecting ML usage, less is known about the ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process using the lens of Rogers' Diffusion of Innovation Theory. Participants were in-service (32) and preservice (29) teachers who attended ML training. Data were collected using semi-structured interviews (20), focus groups (6), and participants' reflections (183) at three time points. Data underwent multilevel analysis (content and linguistic analysis), revealing 12 themes that denote the ML adoption process and demonstrated intergroup similarities and differences. The study provides theoretical insight into the ML adoption process under crisis and highlights the features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.

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Section: (Mandy Hale)mentioning

confidence: 99%

Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era

2022

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“…A recent study focusing on Bedouin high education students found that 90% of the interviewed students ( N = 257) experienced extreme difficulties in adjusting to distance learning during the COVID-19 pandemic and that more than half estimated their chances of dropping out to be moderate to high ( 59 ). A study that compared Bedouin and Jewish teaching students' experiences of the shift to distance learning during the COVID-19 has shown that Bedouin students' learning was hindered not only by the lack of digital resources but also by gender-based traditional values and roles ( 60 ). For example, while Jewish female students, who were often single and without children, found synchronous online-learning methods (real-time live lessons delivered through video conferencing platform) to be effective, Bedouin female students found them ineffective due to multiple domestic tasks and limited computers.…”

Section: Introductionmentioning

confidence: 99%

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

Cohen

Slobodin

2022

Front. Psychiatry

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A growing body of literature suggests that students from underserved backgrounds are more vulnerable to the adverse economic, emotional, and academic effects of the current COVID-19 pandemic. While this vulnerability was attributed to multiple structural and socio-cultural barriers, little attention has been paid to the role of psychological resources in preserving wellbeing in times of crisis and change. Guided by the Self-Determination Theory (SDT), the current study examined the role of the authentic inner compass (AIC) and need-satisfaction in predicting the wellbeing of Bedouin students attending teachers' higher education institutes in the south of Israel during the COVID-19. Participants were 84 Bedouin teaching students (84.1% female) who completed online questionnaires addressing the sense of AIC, need-based experiences, psychological distress, and positive affect. Consistent with the propositions of the SDT, we found that a strong and clear sense of AIC, as well as high need satisfaction and low need frustration, were associated with lower distress and higher positive effect in Bedouin teaching students. We have also found that need satisfaction moderated the effect of the AIC on students' wellbeing so that AIC better predicted lower distress and higher positive effect when students' levels of need satisfaction were higher. Our findings lend further support to the importance of the AIC and need satisfaction to optimal functioning even in collectivist cultural contexts that do not prioritize values of autonomy. The current study provides insight into the interplay between AIC and need-based experience by describing the conditions under which AIC may be beneficial for wellbeing in times of crisis.

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“…This model involves professional actors (as opposed to virtual simulations) and is frequently used by Dotger (2015) to enhance teacher preparation. Generally, workshops are directed toward promoting communication skills, teamwork, and multiculturalism ( Yablon et al, 2021 ; Frei-Landau and Avidov-Ungar, 2022 ; Levin et al, 2022 ).…”

Section: Methodsmentioning

confidence: 99%

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

Frei-Landau

Levin

2023

Front. Psychol.

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IntroductionSimulation-based learning (SBL) has become an effective tool in the education field, and instructors play a significant role in leading it. Although much is known about participants’ needs, SBL instructors’ needs have yet to be addressed. The study’s goal was to explore SBL instructors’ needs while guiding an SBL workshop using the psychological framework of Maslow’s Hierarchy of Needs.MethodsWe employed a qualitative case-study design, consisting of 68 four-hour-long workshops, held at a teacher-education simulation center by the center’s professional instructors. Data collection comprised 211 statements derived from instructors’ open-ended reflections, the transcripts of two focus groups held with the instructors, and 98 interpersonal communication documents.ResultsData were analyzed using both deductive and inductive thematic analysis, which rendered 11 themes spanning Maslow’s five levels, and revealing two possible simulation-based learning paths: a complete process, in which all needs are met and an incomplete process, in which needs remain unmet.DiscussionTheoretical insights and practical implications are provided for attending to instructors’ needs (i.e., basic needs, security, belonging, self-esteem, self-actualization) to ensure optimal learning in teacher education when using SBL.

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Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel

Cited by 25 publications

References 60 publications

Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era

Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era

An Authentic Inner Compass and Need Satisfaction as Wellbeing Resources in Bedouin Teaching Students During the COVID-19

Simulation-based learning in teacher education: Using Maslow’s Hierarchy of needs to conceptualize instructors’ needs

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