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Showing 1 to 15 of 492 results Save | Export
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Iris Yili Wang; Randolph C. H. Chan; Hui Wang – Social Psychology of Education: An International Journal, 2024
Procrastination tendencies are prevalent and are associated with negative psychosocial outcomes. However, how preservice teachers' procrastination tendencies prior to the COVID-19 pandemic link to their experiences during and after the COVID-19 pandemic have not been investigated. The present study collected data from three time points, examining…
Descriptors: Anxiety, Teaching Experience, COVID-19, Pandemics
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Harwood, Nicole – BU Journal of Graduate Studies in Education, 2023
As a result of the ongoing COVID-19 pandemic, the term "resiliency" has led to much discussion in many educational settings. Resiliency is a profound word and it is through further exploration of its meaning that I seek to garner new insights into what is needed in order to strengthen both student and teacher resiliency, and to provide…
Descriptors: Resilience (Psychology), COVID-19, Pandemics, Student Experience
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Tiffany A. Wild; Tina Herzberg; Danene K. Fast; Jennifer Rodocker; Mehmet Kart – Journal of Special Education Apprenticeship, 2024
Students who are educated by schools in rural areas experienced challenges around the world even before the COVID-19 pandemic, such as lack of resources and inadequate infrastructure (Çiftçi & Cin, 2018; Dube, 2020). The COVID-19 pandemic drew attention to the inequities of the conditions facing students in rural areas (EDC, 2020). These…
Descriptors: Teachers, Rural Schools, Students, Visual Impairments
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Franziska Trede; Mais Fatayer; Suman Laudari – Higher Education Research and Development, 2024
This paper reports on the perceptions of university teachers of two consecutive disruptions: moving to a new learning management system that was immediately followed by the COVID-19 pandemic. The purpose of this research was to understand the role of planned and unplanned disruptions in facilitating or hindering the transformation of teaching…
Descriptors: Teacher Attitudes, College Faculty, Learning Management Systems, COVID-19
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Satu-Maarit Korte; Minna Körkkö; Outi Kyrö-Ämmälä; Miia Hast; Sanna Mommo; Merja Paksuniemi; Gregor Maxwell; Mhairi Beaton; Pigga Keskitalo – Current Issues in Comparative Education, 2023
This article presents the findings of an international comparative multiple-case study that examined the sudden change from classroom to remote online teaching during the COVID-19 pandemic. The study specifically explored the experiences of teachers in Northern Finland, England, and Norway, seeking to provide new information about the education…
Descriptors: Teaching Experience, Electronic Learning, Distance Education, COVID-19
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Feray Ugur-Erdogmus; Duygu Albayrak – Education 3-13, 2024
The purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Experience, COVID-19
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Poole, Adam; Bunnell, Tristan – British Educational Research Journal, 2022
Although the impact of the global COVID-19 pandemic in terms of school closure and the sudden shift to online learning has started to be explored, little has so far been written about the impact on teachers. This paper addresses this gap by drawing on the first author's autoethnographic experiences of working in the growing body of…
Descriptors: Foreign Countries, COVID-19, Pandemics, International Schools
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Maria Shobeiry – Asian-Pacific Journal of Second and Foreign Language Education, 2024
This research addressed the critical gap in understanding the procedure of professional identity reconstruction among university lecturers in Iran during the pandemic. Over the course of two academic semesters, this study utilized a dynamic theoretical framework to investigate the intricacies of how 41 Iranian university English teachers…
Descriptors: COVID-19, Pandemics, Foreign Countries, Professional Identity
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Alice C. Mullin; Jill D. Sharkey; Karina M. Aragon; Olivia Appel; Paola Portabales; Isaac Bouchard; Erika D. Felix – Psychology in the Schools, 2024
Given that over two-thirds of children in the United States are exposed to at least one traumatic event by age 16, it is imperative that schools support these students with trauma-informed practices and resources. The current study investigated factors that affected teacher use of trauma-informed resources within two school districts in California…
Descriptors: Barriers, Teacher Motivation, Trauma Informed Approach, COVID-19
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Karin M. Fisher; Kelly E. Standridge; Laura M. Echezabal; Edie G. Grice; Adia Greer – Journal of Special Education, 2024
A sequential explanatory mixed methods study was conducted to determine special education teachers' (SETs) pandemic experiences in the U.S. state of Georgia. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their…
Descriptors: Pandemics, COVID-19, Special Education Teachers, Teaching Experience
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Rebecca Wood; Laura Crane; Francesca Happé; Ruth Moyse – Educational Review, 2024
The COVID-19 pandemic resulted in major upheavals in the school education sector, particularly during periods of "lockdown" and remote working. While the impact of these changes on pupils, parents and school staff, both nationally and internationally, has been well-documented, there has been scant consideration of the effects on disabled…
Descriptors: Foreign Countries, Autism Spectrum Disorders, Teachers, COVID-19
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Isabel Hubbard; Jacqlyn Zarabba; Linda K. Knauss; Susan L. Metrick – Schools: Studies in Education, 2024
The COVID-19 pandemic caused significant disruptions in the educational system, placing a substantial burden on teachers. Since the onset of the pandemic, ample quantitative research has been conducted, documenting increased rates of anxiety, stress, and burnout among teachers. However, these rates do not provide an explanation for why teachers…
Descriptors: COVID-19, Pandemics, Teaching Experience, Small Schools
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Kumbirai Mabwe; Edward T. Chiyaka; Alec Sithole – Journal of Transformative Education, 2024
Due to the COVID-19 pandemic, several educational institutions were thrust into a forced culture change as learning, teaching, and assessment moved from traditional face-to-face (F2F) instruction to remote delivery with a profound effect on pedagogy. This paper uses transformative learning theory to explore various aspects of academics' transition…
Descriptors: COVID-19, Pandemics, Emergency Programs, Distance Education
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Wong, Teik Aun; Cheah, Wei Chieh; Dorai, Brian John – Higher Education, Skills and Work-based Learning, 2023
Purpose: The purpose of this research is to investigate the lived experiences, challenges and coping mechanisms of lecturers during the emergency remote teaching (ERT) situation induced by the COVID-19 pandemic. Design/methodology/approach: A case study on lecturers in colleges and universities in Penang, Malaysia is selected. A qualitative…
Descriptors: Distance Education, COVID-19, Pandemics, Teaching Experience
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Frances E. Moore; Peter Gouzouasis – LEARNing Landscapes, 2024
While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those…
Descriptors: Early Childhood Teachers, COVID-19, Pandemics, Story Telling
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