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Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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Ecuadorian and Uruguayan Teachers’ Perceptions and Experiences of Teaching Online during COVID
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Abstract:
This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) license. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com ; Purpose: The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators, and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study was to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching. Design/methodology/approach: This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers’ perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay. Findings: The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers’ perceptions about workload, preparation time, and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in postgraduate professional development. Originality: This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. Findings inform a larger audience about the needs of teachers working online.
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Keyword:
COVID19; Ecuador; online teaching; teaching; Uruguay
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URL: https://doi.org/10.1108/IJCED-06-2021-0062
https://commons.lib.niu.edu/handle/10843/24329
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Exploring How a University Mathematics Teacher’s Digital Relational Competence Can Be Manifested: A Micro-Analytical Study
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In: Education Sciences; Volume 12; Issue 4; Pages: 257 (2022)
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English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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“Going down the Tower of Babel” through telecollaboration in the context of Internationalization at Home
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In: Domínios de Lingu@gem, Vol 16, Iss 1, Pp 7-40 (2022) (2022)
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Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching
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In: ISSN: 1087-2981 ; Medical Education Online ; https://hal.inrae.fr/hal-03329784 ; Medical Education Online, Co-Action Publishing, 2021, 26 (1), pp.1919042. ⟨10.1080/10872981.2021.1919042⟩ (2021)
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| 9 |
Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
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In: Eurasia Journal of Mathematics, Science and Technology Education ; https://hal.archives-ouvertes.fr/hal-03538861 ; Eurasia Journal of Mathematics, Science and Technology Education, 2021, 17 (12), pp.em2055. ⟨10.29333/ejmste/11425⟩ (2021)
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| 10 |
Face issues in second language teaching via videoconferencing: the role of smile as a co-verbal semiotic resource
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In: CALL and professionalisation: short papers from EUROCALL 2021 ; https://hal.archives-ouvertes.fr/hal-03466438 ; CALL and professionalisation: short papers from EUROCALL 2021, In press (2021)
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| 11 |
Group cohesion and learning French as foreign language in a videoconferencing environment
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In: Proceedings of ICERI2021 Conference ; https://hal.archives-ouvertes.fr/hal-03435862 ; Proceedings of ICERI2021 Conference, Sep 2021, Barcelone, Spain. pp.5238-5247 ; iated.org (2021)
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| 12 |
СОВРЕМЕННЫЕ МЕТОДЫ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ В ВЫСШЕЙ ШКОЛЕ ... : MODERN METHODS OF TEACHING ENGLISH IN HIGHER EDUCATION ...
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ПОЛИКОДОВЫЕ И ПОЛИМОДАЛЬНЫЕ ТЕКСТЫ В ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОМ ОБУЧЕНИИ РКИ ... : MULTIMODAL AND MULTIMEDIA TEXTS IN PROFESSIONALLY ORIENTED TEACHING OF RUSSIAN AS A FOREIGN LANGUAGE ...
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ОРГАНИЗАЦИЯ ГРУППОВОЙ САМОСТОЯТЕЛЬНОЙ РАБОТЫ ПО ИНОСТРАННОМУ ЯЗЫКУ ... : ORGANIZATION OF INDEPENDENT GROUP WORK DURING FOREIGN LANGUAGE LESSONS ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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Enhancing students’ digital competencies within the Employability module of the University of Europe’s skills-based curricula ...
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偏鄉小校以繪本進行英語線上教學之個案研究 ; A Case Study of Online English Teaching in Rural Schools Using Picture Books
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| 19 |
Fostering Learners' Online Dictionary Skills through Active Dictionary Rubrics
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In: Lexikos; Vol. 31 (2021); 487-510 ; 2224-0039 (2021)
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Studying languages in the times of COVID-19. Reflections on the delivery of teaching and learning activities and the year abroad
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In: Plutino, Alessia [Hrsg.]; Polisca, Elena [Hrsg.]: Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net 2021, S. 105-111 (2021)
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