The COVID-19 pandemic and its effects on teacher education

Flores, María Assunção; Swennen, Anja

doi:10.1080/02619768.2020.1824253

Cited by 128 publications

(92 citation statements)

References 3 publications

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“…Among the challenges that this situation has brought, a central role is played by the contrast between the potentialities provided by digital resources in fostering the creation of effective interactive environments for teachers and students and the risk that the actual situation could amplify the social gap that exists in the world [33]. Different studies developed in recent months have highlighted that, although the influence of the pandemic has shocked teachers at all levels, the emergency has also inspired them to find solutions to problems they had not encountered before [35]. The research documented in this paper is in tune with these results.…”

Section: Discussionmentioning

confidence: 99%

Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies

et al. 2021

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This study aims to explore how teachers from four countries—France, Israel, Italy, and Germany—manage their teaching–learning activity in the context of lockdown due to the COVID-19 pandemic. About 700 teachers from the four countries participated in this study. They were given an online questionnaire that involved 22 open-ended items, in which they were requested to complete the items that were structured taking into account the relationships between teacher, students, mathematics and resources. The qualitative analysis of teachers’ answers was carried out, referring to both the meta-didactical transposition model and Bishop’s framework on values to investigate teachers’ teaching–learning activities and the reasons underlying their choices. The empirical analysis suggests four tasks corresponding to the main challenges that teachers had to face during the time of lockdown: (a) managing distance learning to support students’ learning through specific methodologies; (b) managing distance learning to develop assessment; (c) managing distance learning to support those students that face difficulties and/or are living a difficult situation/developing inclusive teaching; and (d) managing distance learning to exploit its potentialities for fostering typical mathematical processes. The values that motivated the teachers to change their teaching–learning activities are discussed, conclusions of how the time of lockdown affects the mathematics teaching is drawn, and finally, recommendations and insights from this study are shared.

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Section: Discussionmentioning

confidence: 99%

Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies

et al. 2021

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“…In the literature review, various studies on the effects of the COVID-19 pandemic on education were found (Byun & Slavin, 2020;Dai & Xia, 2020;Dong, Cao & Li, 2020;Flores & Swennen, 2020;Garbe, Ogurlu, Logan & Cook, 2020;Hebebci, Bertiz & Alan, 2020;Karakuş, Ucuzsatar, Karacaoğlu, Esendemir & Bayraktar, 2020;Koçoğlu & Tekdal, 2020;König, Jäger-Biela & Glutsch, 2020;Schaefer, Abrams, Kurpis, Abrams & Abrams, 2020;Zhou, Wu, Zhou & Li, 2020). However, no study examining the use of distance education in secondary school mother-tongue teaching was found in the literature.…”

Section: Introductionmentioning

confidence: 99%

A Case Study on Teaching Turkish through Distance Education

Süğümlü¹

2021

IJPES

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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.

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“…For Teaching & Learning Centres, it would be very interesting -and conceivably somewhat depressing -to establish whether a nasty virus has done more in several months for the promotion of BL in teachers' minds than years of patient argumentative work in favour of thoughtful hybrid instructional design. Of course, recent circumstances have given rise to a series of articles regarding technological adaptation and BL efforts due to the COVID-19 pandemic across the globe [8,[53][54][55][56]. However, contrasting empirical pre-and post-lockdown data obtained through a comparable and well-documented research methodology would have a value of its own.…”

Section: Author Detailsmentioning

confidence: 99%

Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

Verpoorten

Huart

Detroz

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

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Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.

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The COVID-19 pandemic and its effects on teacher education

Cited by 128 publications

References 3 publications

Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies

Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies

A Case Study on Teaching Turkish through Distance Education

Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

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