A Study of High School Teachers' Experiences Making Innovations to Instruction

This study explored Estonian teachers’ perceptions and practices about student-teacher interaction on Facebook. Four focus group interviews with high-school teachers (n=21) revealed that educators are used to monitoring their students’ posts on Facebook and consider it their role to intervene whenever something inappropriate is posted. Teachers viewed such social media surveillance as a routine and harmless practice which does not violate students’ privacy. The participants of our study do not see any need for formal social media policies to regulate student-teacher interaction on social media, as they consider themselves perfectly capable of making ethical choices in this realm.

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“Can Anybody Help Me?” High School Teachers’ Experiences on LGBTphobia Perception, Teaching Intervention and Training on Affective and Sexual Diversity

Journal of Homosexuality ◽

10.1080/00918369.2020.1804265 ◽

2020 ◽

pp. 1-21

Author(s):

Arecia Aguirre ◽

Lidón Moliner ◽

Andrea Francisco

Keyword(s):

High School ◽

High School Teachers ◽

Sexual Diversity ◽

Teaching Intervention ◽

School Teachers ◽

Teachers Experiences ◽

And Training

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Experiência de docentes do Ensino Médio em Conduzir Atividades Remotas Durante o Distanciamento Social: uma Análise Baseada no Contexto da Educação 4.0

10.14210/cotb.v12.p141-148 ◽

2021 ◽

Author(s):

Ana Paula Juliana Perin ◽

Deivid Eive Silva ◽

Natasha Malveira Valentim

Keyword(s):

High School ◽

High School Teachers ◽

21St Century ◽

Learning Process ◽

Social Distance ◽

Personalized Learning ◽

School Teachers ◽

Teachers Experiences ◽

New Education

In Education 4.0, it is expected a personalized learning process andthat students are the protagonist. In this new education format, itis necessary to prepare students with the skills and competenciesof the 21st Century, such as teamwork, creativity, and autonomy.In this context, this paper aims to present the outcomes of a surveyabout the high school teachers’ experiences with online activitiesduring social distance provoked by the COVID-19 pandemic. Thus,this survey can help understand the experiences and degree of difficultyof high school teachers when using technological resources inonline classes in the period of social distance. Moreover, we investigatedthe skills and competencies of the 21st Century perceivedby teachers in students. The outcomes showed that many teachersfelt difficulties to use technological resources. Besides, some of theteachers noticed in students skills of the 21st Century, includingconcentration, autonomy, and motivation.

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