“What We Need to Future Ourselves For”: Professional Learning Among Freelance Gallery Educators in Scotland Through the First Wave of the Coronavirus Pandemic

Practicing Change, Changing Practice: Gallery Educators’ Professional Learning in Times of Reckoning and Upheaval

“…COVID-19 closures marked an immediate shift to digital engagement for paid educators. 8 As I outline elsewhere (Keenlyside, 2021) freelancers' learning during this time included an increase in online professional development and upskilling to equip themselves to offer sessions during the pandemic (e.g., teaching on Zoom, COVID-19 restrictions for working in-person, and new logistical concerns). For permanent educators, required learning also included software for creating digital resources, new social media platforms, and online engagement with school and community groups.…”

“…This pedagogical inquiry with my past students as participants was an important professional learning endeavor for my growth as a trainer; it also solidified my interest in continuing reflexive conversations with other gallery educators about the learning they do to support critical practice. For my subsequent manuscripts, I examined professional learning among paid gallery educators 3 in Scotland, where I conducted my second round of data gathering via online, open-ended interviews and focus groups in 2020 (Keenlyside, 2021(Keenlyside, , 2022. I linked the three manuscripts with a portrait of participants' professional learning and bridging texts that situated my findings in their wider contexts.…”

E-Modules Through Flipped Classroom and PBL Models on Environmental Pollution Material to Increase Problem-Solving Ability

“…Second, there is no use of the surrounding environment as a source of learning, especially environmental pollution material (Cheeseman & Wright, 2019;Eppinga et al, 2019;Li et al, 2021). In addition, educators need to provide varied learning so that students are not bored during the classroom learning process (Amhag et al, 2019;Keenlyside, 2021). Lack of knowledge of educators about technological advances, information, and the use of improvised and monotonous learning media can increase learning boredom which causes students to lack understanding of the material presented by the teacher, so there is a need for an innovation to have a positive impact on students by using media.…”