From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19

Bardone, Emanuele; Raudsep, Aet; Eradze, Maka

doi:10.1016/j.tate.2022.103723

Cited by 9 publications

(9 citation statements)

References 28 publications

(30 reference statements)

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“…During the situation at hand (meaning the pandemic), in times of great uncertainties, where macro-level frames of agreed and established operations are collapsed temporarily, generative uncertainties can contribute to creating innovative options. The main presumption, however, is to take responsibility, as "uncertainty is ultimately related to open situations one takes responsibility for" [45]. It has brought new opportunities for re-organizing, as previous studies also have demonstrated [2,45].…”

Section: Discussion and Conclusion: Teacher Professional Development ...mentioning

confidence: 99%

“…The main presumption, however, is to take responsibility, as "uncertainty is ultimately related to open situations one takes responsibility for" [45]. It has brought new opportunities for re-organizing, as previous studies also have demonstrated [2,45]. Re-organizing attempts then have engaged the level directly connected to re-organizing through networked approaches, peer-learning, through sharing knowledge and practices, putting the teacher agency at play.…”

Section: Discussion and Conclusion: Teacher Professional Development ...mentioning

confidence: 99%

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After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

et al. 2023

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On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the potential of digital technologies authentically and showcased its relation to the TPD and educational innovation. In this article, the concepts such as teacher agency, networked learning and reorganization are reexamined and theorized. The current article is a continuation of the research that has shed light on the TPD patterns and peer learning in the context of the pandemic and represents qualitative research covering 15 representatives of different-level schools from three different countries (Italy, Spain and Turkey), focusing on their experiences and future opportunities for TPD. Based on the said theorization, through iterative and abductive reasoning, and narrative inquiry, the lived experiences of teachers are examined and explored. The results indicate that in times of uncertainty and relaxation of macro-level frames, teachers have reorganized their teaching and learning activities relying on peer networks and collaboration while reinforcing their agentic qualities. The implications of the research contribute to the theory, policy and practice of TPD.

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Section: Discussion and Conclusion: Teacher Professional Development ...mentioning

confidence: 99%

Section: Discussion and Conclusion: Teacher Professional Development ...mentioning

confidence: 99%

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

et al. 2023

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“…Scholars in the learning sciences have argued that moments of uncertainty are essential to powerful learning experiences (Jordan and McDaniel, 2014). An essential task for teachers is therefore to skillfully “deploy uncertainty as a resource for students to experience” by having students make sense of (or make) complex representations of a phenomenon, or by leveraging the different ways students think about a concept or investigative process (Bardone et al ., 2022; Chen et al ., 2019; Manz and Suarez, 2018, p. 786). It can similarly be productive for teachers to grapple with uncertainty when trying to support ambitious learning experiences for students—particularly in school systems that are not yet organized around this vision of learning (Watkins and Manz, 2022).…”

Section: Mitigating or Leveraging Uncertainty: Two Partial Solutionsmentioning

confidence: 99%

The paradox of leading amidst uncertainty: maintaining balance on an unstable beam

Yurkofsky

Peurach

2023

JEA

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PurposeThis paper proposes a new conception of school systems arising out of the collision of three forces: (1) a longstanding press to rationalize the technical work of schools in the service of educational excellence; (2) a growing democratic press to equitably engage community members in the process of defining educational excellence; which together are (3) heightening legacy uncertainties that pervade educational organizations. It then draws on paradox theory to explore how leaders might navigate the growing uncertainties that are central to the work of organizing for excellence and equity.Design/methodology/approachIntegrating scholarship related to organizational institutionalism, paradox theory, learning sciences, social justice leadership and educational system building, this paper examines the changing organization of schools, the growing uncertainty facing educators and the implications for leaders and preparation programs.FindingsThis paper introduces two perspectives on how to navigate the growing uncertainty facing educators and educational leaders: one that centers on mitigating uncertainty, the other that prioritizes leveraging uncertainty. Both perspectives have affordances and limitations when considering the twin goals of educational excellence and equitable involvement in decision-making, and leaders should thus view uncertainty as a paradox—an interdependent, persistent, contradiction—that can never be fully resolved, but can be managed. A paradox perspective makes visible the complex work of effectively moving between mitigating and leveraging uncertainty, especially in a field where the latter garners more support and legitimacy.Originality/valueThis paper synthesizes recent educational and organizational scholarship to develop a new conception of educational organizations and a corresponding approach to educational leadership capable of navigating the growing complexity and uncertainty that pervades school systems.

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“…In English grammar teaching, teachers can effectively integrate excellent microvideos and share resources, which can not only reduce the burden of teachers but also enable students to actively learn grammar knowledge, which is convenient to improve classroom efficiency and maximize classroom teaching. [22][23][24][25] Exploring the application of microvideo teaching in actual English grammar teaching, the microvideo teaching resources are applied to judge the ultimate impact of this teaching method on students' academic performance and to break through the key and difficult points. Based on the application of English grammar in colleges and universities, it is extended to all aspects of English listening, speaking, reading, and writing.…”

Section: Introductionmentioning

confidence: 99%

Methods of Improving and Optimizing English Education in Colleges and Universities Assisted by Microvideo Technology

Wang

2022

Scientific Programming

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English teaching in general higher education is faced with great challenges. English teachers have to face a group of students from different regions, who have received different English teaching methods during middle school, and their English proficiency is uneven. At present, the teaching methods of most colleges and universities are backward, unable to make full use of modern information technology, and students have low interest in learning, poor independent learning ability, and low learning effect, especially in English. In order to comprehensively improve students’ English level, English teaching methods in colleges and universities should be completely different from the traditional teaching methods in middle schools. This paper sorts out trial research, questionnaire survey, and data analysis method and combines some problems existing in college English teaching and the characteristics of microvideo, such as short, concise, sound, and text, to apply microvideo as a teaching resource in college English grammar teaching. A trial group was set up to study the effectiveness of microvideo teaching. No students in the trial group disliked the microvideo teaching and the average score of students in the trial group was 8.992 points higher than the average score of students in the traditional group. The results show that microvideo teaching can not only increase students’ interest in learning English but also improve their English language skills.

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From expectations to generative uncertainties in teaching and learning activities. A case study of a high school English Teacher in the times of Covid19

Cited by 9 publications

References 28 publications

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

After the Pandemic: Teacher Professional Development for the Digital Educational Innovation

The paradox of leading amidst uncertainty: maintaining balance on an unstable beam

Methods of Improving and Optimizing English Education in Colleges and Universities Assisted by Microvideo Technology

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