Exploring Educational Planning, Teacher Beliefs, and Teacher Practices During the Pandemic: A Study of Science and Technology-Based Universities in China

Article Education & Educational Research

COVID-19, emergency remote teaching evaluation: the case of Indonesia

Ani Cahyadi et al.

Summary: The study highlights the importance of various aspects influencing the shift to emergency remote teaching, and emphasizes the need for a learning design framed by the principles of simplicity, flexibility, and empathy. It acknowledges that in times of crisis, caring for and supporting learners is as crucial as fulfilling curriculum requirements.

EDUCATION AND INFORMATION TECHNOLOGIES (2022)

添加到收藏夹

Article Education & Educational Research

Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19

Mengtian Chen

Summary: The outbreak of COVID-19 in China led to the sudden transition of universities to emergency online schools, which provided new opportunities for second language teaching. This study examined how two teachers utilized digital affordances and teacher agency in remote teaching, and found that framing these concepts in an ecological view strengthened the links between classroom dynamics and social environment, suggesting adaptable instructional practices and resilient professional trends for future L2 online education.

SYSTEM (2022)

添加到收藏夹

Article Education & Educational Research

Teachers' Perception About MOOCs and ICT During the COVID-19 Pandemic

Ricardo-Adan Salas-Rueda et al.

Summary: This research analyzes teachers' perception of MOOCs and ICT in school activity organization, using machine learning and data science to identify their positive influence on student motivation, participation, and learning. Teachers believe that MOOCs and ICT play a crucial role during the COVID-19 pandemic, promoting the use of these technologies to improve educational conditions and create new learning spaces.

CONTEMPORARY EDUCATIONAL TECHNOLOGY (2022)

添加到收藏夹

Article Social Sciences, Interdisciplinary

How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer's Identities? A Critical Ethnographic Narrative

Yang Gao

Summary: This article utilizes critical ethnographic narrative and language socialization theory to analyze a language teacher's life experience, finding that the development of transnational teacher identities requires translanguaging, transcultural, and transnational capitals, with critical thinking and intellectual agency serving as stimuli to sustain identity development. The article contributes to the existing literature by presenting a conceptual framework for studying language teacher identities.

SAGE OPEN (2021)

添加到收藏夹

Article Green & Sustainable Science & Technology