Experienced, Enthusiastic and Cautious: Pedagogy Profiles in Emergency and Post-Emergency

Research output: Contribution to journalArticlepeer-review

Abstract

Background: The COVID-19 pandemic has generated one of the most significant global disruptions to education systems in generations. Purpose: This study aims to examine the link between the profiles of teachers identified over the course of the period of Emergency Remote Teaching (ERT) as “experienced”, “enthusiastic”, or “cautious”, and their willingness to incorporate new pedagogical practices that adapt to the new virtual teaching environments. Methodology: This is a qualitative study in which a thematic–discursive analysis of in-depth interviews with university teachers is conducted in real time. Conclusions: The study found significant differences between the teachers as categorized in terms of responses and practices. These differences are expressed in three main spheres: the capacity of perception (insight), the available repertoire of practices, and the teaching gaze. The Teacher Profiles model in ERT has been updated accordingly. Implications: The adjusted Technology Acceptance model along with the recommendations derived from this study may contribute to the training and professional development of university teachers in the field of digital literacy.

Original languageEnglish
Article number756
JournalEducation Sciences
Volume12
Issue number11
DOIs
StatePublished - Nov 2022

Keywords

  • COVID-19
  • Emergency Remote Teaching
  • digital literacy
  • pedagogical conceptions

All Science Journal Classification (ASJC) codes

  • Computer Science (miscellaneous)
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation
  • Developmental and Educational Psychology
  • Public Administration
  • Computer Science Applications

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