Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete unity between consciousness and responsibility for the learning process and behavior. A focused study was conducted with three groups of teacher-respondents. The groups are structured accordingly: the first group of 15 primary teachers, the second group of 15 high school teachers, and the third group of 15 resource teachers. The reflective activity of the three groups of teacher-respondents at different levels of reflection towards personalized learning is investigated: intellectual reflection in learning, personal reflection, reflection as dialogue, reflection in problem situations, and undoubtedly praxeological reflection in the two variants of manifestation: professional and technological reflection. The results demonstrate higher levels of reflection as dialogue and praxeological reflection in primary and resource teachers compared to primary teachers, and higher levels of reflection in problem situations and intellectual reflection in primary teachers compared to primary teachers. It turns out that the reflection of the teacher-respondents on personalized learning is strongly influenced by the cultural and existential reflection in the three groups of respondents. With all the teacher-respondents, the critical reflection towards personalized learning is very vividly demonstrated, which finds expression in the presentation of one‘s own pedagogical experience and one‘s own pedagogical intuition. There is a dynamic from a-reflection to reflection to personalized learning with the A-effectiveness of both respondents and students.
{"title":"Teachers‘ Reflection on Personalized Learning","authors":"Dora Levterova-Gadjalova, K. Ivanova","doi":"10.22364/atee.2022.14","DOIUrl":"https://doi.org/10.22364/atee.2022.14","url":null,"abstract":"Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete unity between consciousness and responsibility for the learning process and behavior. A focused study was conducted with three groups of teacher-respondents. The groups are structured accordingly: the first group of 15 primary teachers, the second group of 15 high school teachers, and the third group of 15 resource teachers. The reflective activity of the three groups of teacher-respondents at different levels of reflection towards personalized learning is investigated: intellectual reflection in learning, personal reflection, reflection as dialogue, reflection in problem situations, and undoubtedly praxeological reflection in the two variants of manifestation: professional and technological reflection. The results demonstrate higher levels of reflection as dialogue and praxeological reflection in primary and resource teachers compared to primary teachers, and higher levels of reflection in problem situations and intellectual reflection in primary teachers compared to primary teachers. It turns out that the reflection of the teacher-respondents on personalized learning is strongly influenced by the cultural and existential reflection in the three groups of respondents. With all the teacher-respondents, the critical reflection towards personalized learning is very vividly demonstrated, which finds expression in the presentation of one‘s own pedagogical experience and one‘s own pedagogical intuition. There is a dynamic from a-reflection to reflection to personalized learning with the A-effectiveness of both respondents and students.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117030278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent educational developments have seen increasing attention attributed to Computational Thinking (CT) and its integration into school curricula. This has brought along a series of challenges for teachers integrating CT into their practice. The study presented in this article explores the journey of a Maltese secondary school teacher in his efforts to integrate CT within the context of a Math club. The teacher participant was recruited from the Malta EU Codeweek summer school, a pilot initiative that stemmed from the EU Codeweek’s Train the Trainer programme carried out during summer 2021. The qualitative methodology involved a case study research, with data collected from an online discussion forum, interviews with the participant teacher as well as an analysis of the teaching material developed by the teacher. The results shed light on the CT aspects that were used to scaffold the teaching of mathematical concepts and highlight the challenges and obstacles that the teacher encountered in his integration efforts. The discussion proposes that non-formal learning environments, such as in-break activities, can serve as test-beds for CT integration and emphasises the need for CT to be introduced much earlier on in Maltese schools. Ultimately, this study can substantially help inform further research and practice around the integration of CT in classroom practice.
{"title":"Integrating Computational Thinking into Classroom Practice: A Case Study","authors":"Diane Vassallo, Leonard Busuttil","doi":"10.22364/atee.2022.40","DOIUrl":"https://doi.org/10.22364/atee.2022.40","url":null,"abstract":"Recent educational developments have seen increasing attention attributed to Computational Thinking (CT) and its integration into school curricula. This has brought along a series of challenges for teachers integrating CT into their practice. The study presented in this article explores the journey of a Maltese secondary school teacher in his efforts to integrate CT within the context of a Math club. The teacher participant was recruited from the Malta EU Codeweek summer school, a pilot initiative that stemmed from the EU Codeweek’s Train the Trainer programme carried out during summer 2021. The qualitative methodology involved a case study research, with data collected from an online discussion forum, interviews with the participant teacher as well as an analysis of the teaching material developed by the teacher. The results shed light on the CT aspects that were used to scaffold the teaching of mathematical concepts and highlight the challenges and obstacles that the teacher encountered in his integration efforts. The discussion proposes that non-formal learning environments, such as in-break activities, can serve as test-beds for CT integration and emphasises the need for CT to be introduced much earlier on in Maltese schools. Ultimately, this study can substantially help inform further research and practice around the integration of CT in classroom practice.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114499711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation with colleagues and students. Latvian, Lithuanian, Estonian, Danish, Norwegian, Swedish, and Finnish data from the OECD TALIS 2018 teacher questionnaires were used. o analyse which factors correlate with teachers’ professional self-efficacy, the authors of this article selected such variables as the type of school, the type of urbanization, the number of special education students in the class, full time or partial time employment, professional development courses and the professional development at university level. The authors found that there were no significant correlations between the type of school, the type of urbanization, and the number of special education students in the classroom, but there was a significant correlation between professional development courses and the professional development during the university study period. The teachers who worked full time job were more self-efficient than others. To study the impact of self-efficacy on collaboration, the authors of this article selected variables that represented teacher – student collaboration and teacher – teacher collaboration. The professional self-efficacy scale was partitioned into four efficacy levels and each level was analysed with answers from each variable. The group comparison and the linear regression analysis showed that teachers with higher self-efficacy levels cooperated more and better with students and colleagues. Thus, this research adds supplementary evidence to studies showing the importance of professional self-efficacy development.
{"title":"Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries","authors":"Kristine Kampmane, A. Geske, A. Ozola","doi":"10.22364/atee.2022.10","DOIUrl":"https://doi.org/10.22364/atee.2022.10","url":null,"abstract":"Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation with colleagues and students. Latvian, Lithuanian, Estonian, Danish, Norwegian, Swedish, and Finnish data from the OECD TALIS 2018 teacher questionnaires were used. o analyse which factors correlate with teachers’ professional self-efficacy, the authors of this article selected such variables as the type of school, the type of urbanization, the number of special education students in the class, full time or partial time employment, professional development courses and the professional development at university level. The authors found that there were no significant correlations between the type of school, the type of urbanization, and the number of special education students in the classroom, but there was a significant correlation between professional development courses and the professional development during the university study period. The teachers who worked full time job were more self-efficient than others. To study the impact of self-efficacy on collaboration, the authors of this article selected variables that represented teacher – student collaboration and teacher – teacher collaboration. The professional self-efficacy scale was partitioned into four efficacy levels and each level was analysed with answers from each variable. The group comparison and the linear regression analysis showed that teachers with higher self-efficacy levels cooperated more and better with students and colleagues. Thus, this research adds supplementary evidence to studies showing the importance of professional self-efficacy development.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115721286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The place of well-being has been the focus of arts pedagogy and research and practice of lifelong learning for some time. This is because arts education itself is seen as a challenge today, as it is included in performance-oriented curricula. They are based on the contradiction between organizing and maintaining high-quality learning experiences and achievements through a well-being perspective. Within the framework of this research, one of the sub-branches of art pedagogy – dance pedagogy – has been studied. Dance pedagogy has been chosen because, firstly, it still has implications of authoritarian pedagogy in its particular cultural environment, and secondly, dance pedagogy as a component of quality of life and healthy ageing in the context of lifelong learning is beginning to significantly strengthen its place. The purpose of this publication is to identify the components of well-being formation in an adult dance class from the teacher’s point of view. This choice of focus was determined by the results of the previous research stage, where one of the criteria of well-being was identified in the dancers’ interviews: the personality and professional mastery of the teacher, as well as the still current idea that the vital aspect of art pedagogy is how the teacher conceptualizes the pedagogical process. The respondents were selected during the nomination process, i.e., the candidates were nominated by the dancers and industry professionals themselves. Data were analysed using the qualitative data processing program NVivo 12.0. As a result, the dance teachers’ vision of the pedagogical process was identified, which promotes the dancer’s well-being, where the following criteria are established as an essential part of the pedagogical process: the student’s personality understanding, involvement and preparedness, and psychological knowledge. The results of this research will serve as a basis for the creation of a professional development program for art teachers.
{"title":"Focusing on Arts Education from the Perspectives of Well-Being","authors":"E. Vītols, Anda Zīsberga","doi":"10.22364/atee.2022.34","DOIUrl":"https://doi.org/10.22364/atee.2022.34","url":null,"abstract":"The place of well-being has been the focus of arts pedagogy and research and practice of lifelong learning for some time. This is because arts education itself is seen as a challenge today, as it is included in performance-oriented curricula. They are based on the contradiction between organizing and maintaining high-quality learning experiences and achievements through a well-being perspective. Within the framework of this research, one of the sub-branches of art pedagogy – dance pedagogy – has been studied. Dance pedagogy has been chosen because, firstly, it still has implications of authoritarian pedagogy in its particular cultural environment, and secondly, dance pedagogy as a component of quality of life and healthy ageing in the context of lifelong learning is beginning to significantly strengthen its place. The purpose of this publication is to identify the components of well-being formation in an adult dance class from the teacher’s point of view. This choice of focus was determined by the results of the previous research stage, where one of the criteria of well-being was identified in the dancers’ interviews: the personality and professional mastery of the teacher, as well as the still current idea that the vital aspect of art pedagogy is how the teacher conceptualizes the pedagogical process. The respondents were selected during the nomination process, i.e., the candidates were nominated by the dancers and industry professionals themselves. Data were analysed using the qualitative data processing program NVivo 12.0. As a result, the dance teachers’ vision of the pedagogical process was identified, which promotes the dancer’s well-being, where the following criteria are established as an essential part of the pedagogical process: the student’s personality understanding, involvement and preparedness, and psychological knowledge. The results of this research will serve as a basis for the creation of a professional development program for art teachers.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114163817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The assessment is part of the complex profile of teacher competencies that supports the development of teachers’ and students’ generic and professional competencies. The paper focuses on formative assessment, i.e., the approach to assessment as learning and assessment for learning that takes place during the learning process, which ultimately contributes to self-regulated learning. This paper aims to determine if there are changes in the use of formative assessment in the classroom. For this purpose, Biology teachers participated in reflective learning-based professional development. In this action research, reflective learning was applied in learning communities. The learning process consisted of acquiring theoretical knowledge about formative assessment, applying what has been learned in the classroom, and (self)analyzing video recordings of the lessons according to the formative assessment representation form. The analysis provided (internal) feedback on progress and aspects for improvement as a starting point for a new cycle of reflective learning. The initial recordings of the lessons showed that formative assessment needs improvement. The results indicate that professional development in formative assessment varied among teachers. One teacher was found to make steady progress during professional development, while other teachers were found to have sporadic and incoherent changes. We believe that the improvement of the professional development model should include explicit incentives for teachers to implement phases of self-regulated learning during professional development.
{"title":"Reflection and Feedback as Predictors of Directed Development of Assessment Competence","authors":"I. Labak, M. Sablić, B. Bognar","doi":"10.22364/atee.2022.04","DOIUrl":"https://doi.org/10.22364/atee.2022.04","url":null,"abstract":"The assessment is part of the complex profile of teacher competencies that supports the development of teachers’ and students’ generic and professional competencies. The paper focuses on formative assessment, i.e., the approach to assessment as learning and assessment for learning that takes place during the learning process, which ultimately contributes to self-regulated learning. This paper aims to determine if there are changes in the use of formative assessment in the classroom. For this purpose, Biology teachers participated in reflective learning-based professional development. In this action research, reflective learning was applied in learning communities. The learning process consisted of acquiring theoretical knowledge about formative assessment, applying what has been learned in the classroom, and (self)analyzing video recordings of the lessons according to the formative assessment representation form. The analysis provided (internal) feedback on progress and aspects for improvement as a starting point for a new cycle of reflective learning. The initial recordings of the lessons showed that formative assessment needs improvement. The results indicate that professional development in formative assessment varied among teachers. One teacher was found to make steady progress during professional development, while other teachers were found to have sporadic and incoherent changes. We believe that the improvement of the professional development model should include explicit incentives for teachers to implement phases of self-regulated learning during professional development.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125157530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As Ukraine continues to move toward Europe and the rest of the world, it is crucial that teachers improve their English language competence. Teachers’ language proficiency corresponds with their capacity to provide effective quality education for diverse classrooms to reach global competence. Cultural diversity in the school population is becoming the norm rather than the exception in Ukraine. The recent rise in immigration is accountable for the rapid and significant demographic changes in Ukraine’s school-aged population. The study’s primary objective is to assess student teachers’ perspectives on the objective, content, teaching and learning process, and assessment and evaluation elements of the importance and sufficiency of the English proficiency curriculum implemented at Ukraine’s faculty of education to meet the needs of the culturally diverse school population. The case study design was used as one of the research methods. The study’s participants were 14 student teachers from four different faculties of education at Ukrainian universities. Participants were chosen using a criterion sampling model. The data was collected using an open-ended question form designed by the authors during the spring semester of the 2020–2021 academic year. The data collected was analysed using content analysis. The findings revealed that participants’ attitudes about the objective aspect of the student teachers’ English language curriculum were generally good. On the other side, it was determined that the curriculum was insufficiently tailored to students’ needs, interests, and degrees of English language competence. Furthermore, participants identified insufficient time for activities, a limited selection of classroom activities (case study, collaborative work, discussion), and short course hours as unfavourable features. The implications of the results might help improve the English proficiency curriculum and equip student teachers to work successfully with school children who have a diversity of language and learning difficulties.
{"title":"English Language Curicculum for Student Teachers Training to Perform in Cultirally Diversified Settings","authors":"N. Avsheniuk, Nataliya Seminikhyna, O. Lutsenko","doi":"10.22364/atee.2022.31","DOIUrl":"https://doi.org/10.22364/atee.2022.31","url":null,"abstract":"As Ukraine continues to move toward Europe and the rest of the world, it is crucial that teachers improve their English language competence. Teachers’ language proficiency corresponds with their capacity to provide effective quality education for diverse classrooms to reach global competence. Cultural diversity in the school population is becoming the norm rather than the exception in Ukraine. The recent rise in immigration is accountable for the rapid and significant demographic changes in Ukraine’s school-aged population. The study’s primary objective is to assess student teachers’ perspectives on the objective, content, teaching and learning process, and assessment and evaluation elements of the importance and sufficiency of the English proficiency curriculum implemented at Ukraine’s faculty of education to meet the needs of the culturally diverse school population. The case study design was used as one of the research methods. The study’s participants were 14 student teachers from four different faculties of education at Ukrainian universities. Participants were chosen using a criterion sampling model. The data was collected using an open-ended question form designed by the authors during the spring semester of the 2020–2021 academic year. The data collected was analysed using content analysis. The findings revealed that participants’ attitudes about the objective aspect of the student teachers’ English language curriculum were generally good. On the other side, it was determined that the curriculum was insufficiently tailored to students’ needs, interests, and degrees of English language competence. Furthermore, participants identified insufficient time for activities, a limited selection of classroom activities (case study, collaborative work, discussion), and short course hours as unfavourable features. The implications of the results might help improve the English proficiency curriculum and equip student teachers to work successfully with school children who have a diversity of language and learning difficulties.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126324421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the last decades, the importance of spatial reasoning skills in all areas of life, including education, has received increasing attention while at the same time recognizing the need for solutions to organize learning processes to foster spatial reasoning skills. Connectivism learning theory emphasizes the importance of an individual’s ability to navigate today’s information space in the learning process. According to Connectivism, to learn is to create a microsystem of personal learning within the macrosystem of society by creating a Personal Learning Environment to promote learning autonomy and self-regulated learning strategies. Implementing Universal Design principles in education provides a theoretical framework for an inclusive educational solution based on respect for each learner’s unique learning and strategies, as determined by innate abilities and experiences gained through interactions with the environment and society. This study aims to explore the possibilities of modeling the educational process using a Universal Design approach and principles in the context of Connectivism learning theory, focusing on spatial reasoning skills as a prerequisite for diversity and developing an organizational process-oriented model to foster spatial reasoning skills as a learning outcome. The developed model of study organization has been validated in a design study process; the results allowed for the creation and justification of recommendations for using the research results in other study programs and future research.
{"title":"Spatial Reasoning Skills as a Universal Learning Outcome","authors":"Inguna Karlsone","doi":"10.22364/atee.2022.38","DOIUrl":"https://doi.org/10.22364/atee.2022.38","url":null,"abstract":"Over the last decades, the importance of spatial reasoning skills in all areas of life, including education, has received increasing attention while at the same time recognizing the need for solutions to organize learning processes to foster spatial reasoning skills. Connectivism learning theory emphasizes the importance of an individual’s ability to navigate today’s information space in the learning process. According to Connectivism, to learn is to create a microsystem of personal learning within the macrosystem of society by creating a Personal Learning Environment to promote learning autonomy and self-regulated learning strategies. Implementing Universal Design principles in education provides a theoretical framework for an inclusive educational solution based on respect for each learner’s unique learning and strategies, as determined by innate abilities and experiences gained through interactions with the environment and society. This study aims to explore the possibilities of modeling the educational process using a Universal Design approach and principles in the context of Connectivism learning theory, focusing on spatial reasoning skills as a prerequisite for diversity and developing an organizational process-oriented model to foster spatial reasoning skills as a learning outcome. The developed model of study organization has been validated in a design study process; the results allowed for the creation and justification of recommendations for using the research results in other study programs and future research.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133305899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The outbreak of the COVID-19 infection has created unprecedented changes in the education system. The emotional burnout of teachers increased during the pandemic, unfavourably affecting their physical and mental health. In this context, teachers’ ability to psychologically detach themselves from work to recharge is of special relevance. Research about the quality of teachers’ professional life and emotional burnout during the pandemic is not sufficient. Therefore, the aim of the current research is to investigate the relationship between teachers’ emotional burnout, their psychological detachment from work, and self-reported health during the pandemic, involving teachers working both face-to-face and remotely. The sample consisted of 506 teachers, with the majority aged from 2−64 years, of whom 472 were female and 34 were male. Of these, 269 teachers worked mainly face-to-face, whereas 237 worked in a hybrid form or mainly remotely. Data were collected from October to December 2021 during periods of varying restrictions due to the COVID-19 pandemic. The respondents completed the Teachers’ Burnout and Teachers’ Self-Perceived Health scale, designed for the Erasmus+ project “Teaching to Be: Supporting Teachers’ Professional Growth and Wellbeing in the Field of Social and Emotional Learning”, and the Psychological Detachment from Work scale. It was found that higher emotional burnout in teachers is related to a lower ability to detach themselves psychologically from their work. Moreover, teachers with higher emotional burnout reported lower health indicators. Comparing data from teachers who worked face-to-face and those working mixed or remotely, differences were found in their levels of emotional burnout; specifically, teachers who worked face-to-face reported higher burnout. These results have practical implications supporting the necessity to promote teachers’ mental health and wellbeing in their workplaces.
{"title":"Teachers’ Emotional Burnout, Psychological Detachment from Work and Self-Reported Health During the COVID-19 Pandemic","authors":"Agrita Ronesala, B. Martinsone","doi":"10.22364/atee.2022.21","DOIUrl":"https://doi.org/10.22364/atee.2022.21","url":null,"abstract":"The outbreak of the COVID-19 infection has created unprecedented changes in the education system. The emotional burnout of teachers increased during the pandemic, unfavourably affecting their physical and mental health. In this context, teachers’ ability to psychologically detach themselves from work to recharge is of special relevance. Research about the quality of teachers’ professional life and emotional burnout during the pandemic is not sufficient. Therefore, the aim of the current research is to investigate the relationship between teachers’ emotional burnout, their psychological detachment from work, and self-reported health during the pandemic, involving teachers working both face-to-face and remotely. The sample consisted of 506 teachers, with the majority aged from 2−64 years, of whom 472 were female and 34 were male. Of these, 269 teachers worked mainly face-to-face, whereas 237 worked in a hybrid form or mainly remotely. Data were collected from October to December 2021 during periods of varying restrictions due to the COVID-19 pandemic. The respondents completed the Teachers’ Burnout and Teachers’ Self-Perceived Health scale, designed for the Erasmus+ project “Teaching to Be: Supporting Teachers’ Professional Growth and Wellbeing in the Field of Social and Emotional Learning”, and the Psychological Detachment from Work scale. It was found that higher emotional burnout in teachers is related to a lower ability to detach themselves psychologically from their work. Moreover, teachers with higher emotional burnout reported lower health indicators. Comparing data from teachers who worked face-to-face and those working mixed or remotely, differences were found in their levels of emotional burnout; specifically, teachers who worked face-to-face reported higher burnout. These results have practical implications supporting the necessity to promote teachers’ mental health and wellbeing in their workplaces.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132216249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emotional well-being of students in the higher education space as a subject of the research forms is an important part of the research both in the context of the COVID-19 pandemic and as well as before and after the pandemic. One of the dimensions of research is students’ emotional well-being in performance-oriented curricula. Performance-orientated curricula include the acquisition of interdisciplinary competencies that can reduce students’ subjective indicators of emotional well-being. In turn, storytelling as a method of pedagogical support has confirmed its effectiveness. Therefore, the research focus of this study is students who are studying in one of the programs of the performance-orientated subgroup; the study context is formed by the period of the first lockdown of the COVID-19 pandemic. The aim of the research is to identify the effectiveness of storytelling as a method of pedagogical support in promoting students’ emotional well-being. This article presents the results of a case study in one higher education institution in Latvia. Qualitative approach has been selected for the research. Once a week during four-month period, 12 participants shared stories about their current issues. Session transcripts were encoded and then analysed in the qualitative data processing program NVivo 12. The results of the research were interpreted within the framework of the theory of self-determination. The transcripts of the sessions identified all the indicators formulated within the theory of self-determination: competence, relatedness, and autonomy, which were improved using storytelling. The results suggest that study courses on stress and emotional burnout management should also be included at the higher education level, which would allow to increase students’ skills to manage uncertainty situations. This study is a small, but research-sensitive indicator for promoting student well-being.
{"title":"The Power Of Storytelling in Improving Students’ Emotional Well-Being","authors":"Dace Medne","doi":"10.22364/atee.2022.61","DOIUrl":"https://doi.org/10.22364/atee.2022.61","url":null,"abstract":"The emotional well-being of students in the higher education space as a subject of the research forms is an important part of the research both in the context of the COVID-19 pandemic and as well as before and after the pandemic. One of the dimensions of research is students’ emotional well-being in performance-oriented curricula. Performance-orientated curricula include the acquisition of interdisciplinary competencies that can reduce students’ subjective indicators of emotional well-being. In turn, storytelling as a method of pedagogical support has confirmed its effectiveness. Therefore, the research focus of this study is students who are studying in one of the programs of the performance-orientated subgroup; the study context is formed by the period of the first lockdown of the COVID-19 pandemic. The aim of the research is to identify the effectiveness of storytelling as a method of pedagogical support in promoting students’ emotional well-being. This article presents the results of a case study in one higher education institution in Latvia. Qualitative approach has been selected for the research. Once a week during four-month period, 12 participants shared stories about their current issues. Session transcripts were encoded and then analysed in the qualitative data processing program NVivo 12. The results of the research were interpreted within the framework of the theory of self-determination. The transcripts of the sessions identified all the indicators formulated within the theory of self-determination: competence, relatedness, and autonomy, which were improved using storytelling. The results suggest that study courses on stress and emotional burnout management should also be included at the higher education level, which would allow to increase students’ skills to manage uncertainty situations. This study is a small, but research-sensitive indicator for promoting student well-being.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128409304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English language skills are an important factor that should be assessed in the context of foreign students studying for a degree in higher education in another country. Previous research has mainly been conducted in Australia, New Zealand and the United Kingdom, as these are global study destinations. The aim is to investigate whether English language skills affect foreign students’ learning outcomes in Latvia. The research question intends to find out what the English proficiency is in class, determine the English test at the time of admission, and whether the previous learning of English at the general level of education affects the learning outcomes in higher education. The research sample involves South Asian and Central Asian students. In the first stage of the study, the focus group method was used with the academic staff to find out English proficiency in class. In the second stage, interviews were conducted with representatives of higher education institutions to determine the English test at the time of admission. In the third stage, interviews were conducted with nationals of India, Sri Lanka and Uzbekistan to find out the English language training of their countries of origin in general education. As a result, it can be concluded – foreign students’ use of English differs according to the school (public or private) where they have studied general education before. Lecturers and representatives of higher education institutions indicate that English is not the determining factor, but rather knowledge and understanding of the topic and content regarding learning outcomes, while nationals agree that English is the determining factor affecting learning outcomes.
{"title":"The English Language as a Factor Influencing Foreign Students’ Learning Outcomes in Higher Education","authors":"Karīna Svētiņa","doi":"10.22364/atee.2022.27","DOIUrl":"https://doi.org/10.22364/atee.2022.27","url":null,"abstract":"English language skills are an important factor that should be assessed in the context of foreign students studying for a degree in higher education in another country. Previous research has mainly been conducted in Australia, New Zealand and the United Kingdom, as these are global study destinations. The aim is to investigate whether English language skills affect foreign students’ learning outcomes in Latvia. The research question intends to find out what the English proficiency is in class, determine the English test at the time of admission, and whether the previous learning of English at the general level of education affects the learning outcomes in higher education. The research sample involves South Asian and Central Asian students. In the first stage of the study, the focus group method was used with the academic staff to find out English proficiency in class. In the second stage, interviews were conducted with representatives of higher education institutions to determine the English test at the time of admission. In the third stage, interviews were conducted with nationals of India, Sri Lanka and Uzbekistan to find out the English language training of their countries of origin in general education. As a result, it can be concluded – foreign students’ use of English differs according to the school (public or private) where they have studied general education before. Lecturers and representatives of higher education institutions indicate that English is not the determining factor, but rather knowledge and understanding of the topic and content regarding learning outcomes, while nationals agree that English is the determining factor affecting learning outcomes.","PeriodicalId":286803,"journal":{"name":"To Be or Not to Be a Great Educator","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133982235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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