A Pedagogical View of the COVID-19 Pandemic : International Perspectives, Experiences, and Analysis.

Format:

Book

Author/Creator:

G. Kane, Ruth.

Contributor:

J. Craig, Cheryl.

Mena, Juanjo.

Series:

ISATT Members Series

ISATT Members Series ; v.2

Language:

English

Subjects (All):

Web-based instruction.

Computer-assisted instruction.

COVID-19 (Disease)--Social aspects.

COVID-19 (Disease).

Physical Description:

1 online resource (311 pages)

Edition:

1st ed.

Place of Publication:

Boston : BRILL, 2024.

Summary:

In today's educational landscape, sharing scientific insights on teachers' experiences and data-driven analyses is essential for strengthening practices reshaped by the COVID-19 pandemic.

Contents:

Intro

Contents

Preface: Teachers and Teacher Educators Responses to Covid-19

Notes on Contributors

Figures and Tables

Figures

Tables

1. The Pursuit of Balance and Resilience during Covid-19

Abstract

Keywords

1 Context

2 Narrative Inquiry

3 Participants

4 Data Collection

5 Data Analysis

6 Pursuit of Balance and Resilience in Social Isolation: Voices of Teachers

7 Zeynep's Story

7.1 Balancing Professional Life and Private Life

7.2 Struggle with Online Teaching

7.3 Resilience, Courage and Identity Transformation

8 Joe's Story

8.1 Balancing Professional Life and Private Life

8.2 Struggle with Online Teaching

8.3 Resilience, Courage, and Identity Transformation

9 Shawn's Story

9.1 Balancing Professional Life and Private Life

9.2 Struggle with Online Teaching

9.3 Resilience, Courage, and Identity Transformation

10 Discussion

10.1 Redefining Balance in the New Context

10.2 Survival in Online Teaching

10.3 Reflection in Action as a Means of Resilience

References

2. Taking Parents' Perspective

1 Introduction

1.1 Online Teaching and Learning in Times of Crisis

1.2 Parents' Views about Online Learning during the covid-19 Pandemic

2 Research Method

2.1 Research Tools

3 Findings

3.1 Findings from Quantitative Data

3.2 Findings from Qualitative Data

3.2.1 Organizing the Learning Process (LP) during the COVID-19 Pandemic

3.2.2 Family Responses (from Parents and from Children) to the New LP

3.2.3 Emotional Responses about the Lockdown and Online Teaching and Learning

3.2.4 The Effectiveness of Online Teaching

3.2.5 Effects of Online Education in the Midst of the COVID-19 Pandemic

3.2.6 Parents' Suggestions

3.3 Findings from Convergence

4 Discussion/Conclusion

References/Bibliography.

Appendix 1

3. Evaluation of the Impact of the 2020 COVID-19

2 Data Collection

3 Analysis of Data

4 Overview of Relevant Literature

4.1 Narrative Reflection

4.2 Presence

4.3 Conscious and Unconscious Thinking

5 Discussion

5.1 Literacies

5.1.1 Digital literacies

5.1.2 Disciplinary literacies

5.2 Engagement

5.3 Workload

5.4 Curriculum-Scaffolding and Feedback

6 Summary of Findings

7 Conclusion

Appendix 1

4. Technologies for Coronateaching

2 Objectives and Research Question

3 Theoretical Framework

4 Research Question and Methodology

5 Result and Discussion

6 Significance of the Work to Quality and Professional Learning in Teacher Education

5. During Covid-19 Pandemic All Classroom Talk Became by the Teacher

1 Introduction and Background to the Study

2 The Anatomy and Difficulty of the Science Classroom Language

3 General Difficulty of the Science Classroom Language

4 Language as Words and Language as Knowledge - the Conceptual Framework

4.1 Purpose, Context, Rationale of the study and Data sources

4.2 Data Collection

4.3 Data Analysis

5 Findings and Discussion

5.1 Teachers' General Approach to Use of Language in Classrooms

5.2 Presentation of Meanings of Non-Technical Words Used in the Science Context

5.3 Teachers' Attention to Meanings of Metarepresentational Terms during Teaching

5.4 Explaining Teachers' Approaches toUse of Language during Teaching

6 Conclusion: Teachers' Approach to Language Use can Suit all Science Learners

Notes

6. The Disappearing Schoolhouse

Keywords:

2 (Re)Framing Agency, Resilience, and Engagement.

3 The Disappearing Schoolhouse: Pandemic Pedagogies in New Temporalities

4 Pi, Phenolphthalein, and a Turkey Named Petunia

5 Conclusions

7. Initial Teacher Education in England during the Covid-19 Pandemic

1.1 An Overview of the English Context

2 Methodology

3 The Covid-19 ITE Experience

3.1 Readiness for Online Teaching and Learning

3.2 Placements during Covid-19: Challenges and Opportunities for Teacher Educators

3.3 The New Normal?

4 The Implications for ITE in a Post-Covid World

4.1 Developing the Digital Competency of Trainees

4.2 Creating a Research-Informed Approach to Digital Pedagogy

4.3 The Need for Purposeful Material Design

4.4 Developing the Digital Competency of Teacher Educators

4.5 Pandemic-Learning for Placement Support

4.6 Maintaining Trainee - Teacher Educator Relationships

5 Final Thoughts

Note

8. Home-Studying

1.1 Student Teachers' Learning

1.2 Student Teachers' On-Line Learning during the covid Pandemic

3.1 Improvements for On-line Teaching during the COVID-19 Pandemic (from March to June of 2019-2020 Academic Year to the Winter Semester of 2020-2021 Academic Year)

3.2 Ways of Increasing Student Participation in Online Teaching

3.3 Advantages of Online Teaching

3.4 Pitfalls of Online Teaching

9. Vocational Teacher Education in a "COVID-19 Semester"

2 Education in Germany

2.1 Vocational Education in Germany

2.2 Practical Training in Teacher Education

2.3 Digitalization in Education

3 Context of Our Study

3.1 Covid-19 in Germany

3.2 Setting of the Study

4 Modifications in Teaching during the Pandemic.

4.1 Team Teaching

4.2 Using Word Clouds to Enhance Discourse and Discussion

4.3 Analysis of Students' Research Projects

10. Romanian Lockdown

1 Objectives and Research Questions

2 Theoretical Framework

3 Methodology

4 Results and Discussion

4.1 Evaluating the Overall Teaching Practice Activity

4.2 Limitations of Online Teaching Practice

4.3 Positive Aspects of Online Teaching Practice, Perceived by Student Teachers

4.4 Skills and Competencies

4.5 Unfulfilled Expectations

4.6 Difficult or Not? Why?

11. Teacher Education Programs and the Practicum in the New COVID-19 Scenarios

1 Introduction and Objectives

4.1 Video Classes as a Possibility of Asynchronous Teaching to Train Teachers

4.2 Self Narratives and Teacher Narratives as Possibilities of Reflecting on the Teaching Practice Not Observed

4.3 Remote Classes as a Possibility of New Forms of the Teacher-Student Relationship

12. The Covid-19 Pandemic and the Place of Whiteness in Brazilian Lives

2 Whiteness in Brazil and Anti-Racist Teaching Work in the Context of the Covid-19 Pandemic

3 Methodological Pathway

4 The Place of Whiteness in our Education Process

4.1 Learning from Transgression

4.2 The Discovery of Black Awareness in Spite of Light Skin

4.3 Racism Manifests Itself in Many Ways in Everyday Life

4.4 The Whitened Curriculum

5 The Place of Whiteness in our Teacher Education in Higher Education

5.1 Woman, Poor, Black … and University Student

5.2 When Policies Reach Out to Individuals.

5.3 The Historically Invisible Mobilization of Black Women

5.4 The Breakdown with the Critical White

6 The Place of Whiteness in our Work as Teachers-Researchers

6.1 The Importance of Mobilization Itself as a Black Woman

6.2 The Arrival at the Federal Institute as the Only Black Professor

6.3 Daily Racism and Anti-Racist Initiatives

6.4 The White Oppressor: Are You a Police Officer or a Teacher?

7 Memories Revisited, Intertwined Stories: the Challenge of Whiteness

13. Muting Microaggressions

1 Introduction: the March Break That Never Ended

2 Canada and the Teacher Diversity Gap

3 Distance Learning as a Safe Haven

4 From Surviving to Thriving - Centering the Voices and Feelings of Racialized Students

5 In Conclusion

14. Teacher Education Tuition Modalities under COVID-19 Lockdown

2 Conceptual and Theoretical Frameworks

3 The Context of the Study

4 Methodology

5 Findings

5.1 Residential Place during Lockdown

5.2 Availability or Access to Learning Resources

5.3 Perceptions of Tuition and Provision of Learning Materials

5.4 Challenges Faced during Learning under Lockdown

5.5 Suggestions for Improvement

6 Discussion of Findings

7 Conclusions and Recommendations

15. Fighting against COVID-19

Key words

2 Chinese Education Context

3 Research Approach

4 Online Teaching during COVID

5 Postgraduate Students' Lived Experiences of COVID-19

5.1 Rui's Online Learning Story

5.2 Ping's Online Learning Story

5.3 Field Narrative of Two Graduate Students as Researchers

6 Discussion

7 Final Reflections

16. Pandemic Pedagogies

1 Background.

2 Methodology: Storying Our Experience.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

90-04-71014-0

OCLC:

1482814676