scholarly journals Teaching and Learning in COVID-19 Lockdown in Scotland: Teachers’ Engaged Pedagogy

2021 ◽  
Vol 12 ◽  
Author(s):  
Tracey Colville ◽  
Sarah Hulme ◽  
Claire Kerr ◽  
Daniela Mercieca ◽  
Duncan P. Mercieca
Keyword(s):  
Teacher Identity ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Parental Engagement ◽  
Bell Hooks ◽  
Head Teachers ◽  
Engaged Pedagogy ◽  
Teachers Perceptions ◽  
The Impact ◽  
The Way

This paper reports on a study of teachers’ perceptions of teaching and learning in Scotland during the COVID-19 pandemic through the lens of engaged pedagogy and the ideas of bell hooks. It aimed to explore the different ways that teachers experienced teaching and learning during this time and the impact this may have had on teacher identity. Sixty teachers and head teachers were interviewed using MS Teams in the period April-June, 2020. For this paper, 18 transcripts were analyzed by members of the research team. Four key themes emerged from the interview data: Working from home, parental engagement, teacher identity, and changes in pedagogy. Each of these themes were discussed in terms of concepts such as engaged pedagogy, agency, self-actualization, recognition and boundary transgression situated in the work of bell hooks. The idea of boundaries wove itself throughout our data as teachers expressed how the transgression of boundaries was occurring in multiple, and often contradictory, ways in pedagogical, professional, institutional and personal spaces and systems. We see in our data evidence of a shift in practice not just in the way teachers are ‘doing’ education but also, perhaps, in the way that teachers are ‘being’ as educators as they adapt to different ways of knowing. This study provides a unique exploration of a time and space in Scotland during 2020. However, the themes and understandings that emerged are of relevance to educators internationally. Schools across the world were impacted by various lockdowns imposed by the Covid-19 pandemic and teachers faced a common set of challenges that were resolved via re-negotiation and recognition of individual and collective agency to create new pedagogies.

scholarly journals Congenital cardiac surgery and parental perception of risk: a qualitative study

2019 ◽  
Vol 29 (11) ◽  
pp. 1361-1367
Author(s):  
Robyn R. Lotto ◽  
Ian D. Jones ◽  
Rafael Guerrero ◽  
Ram Dhannapuneni ◽  
Attilio A. Lotto
Keyword(s):  
Cardiac Surgery ◽  
Parental Engagement ◽  
Parental Perception ◽  
Informed Decision Making ◽  
Compassionate Care ◽  
Perception Of Risk ◽  
Congenital Cardiac Surgery ◽  
Parent Relationship ◽  
The Impact ◽  
The Way

AbstractIntroduction:The way risk is interpreted by parents of children undergoing congenital cardiac surgery is poorly documented. Literature suggests clinicians have concerns that parents may not understand the complexity of procedures. Conversely, some parents perceive an unnecessary over-emphasis of risks.Aim:To explore how risk is encountered by parents of children who are undergoing cardiac surgery, in order to deliver effective and compassionate care.Methods:A qualitative approach was adopted. Interviews were undertaken with 18 parents (mothers n = 10; fathers n = 8). Recordings were transcribed verbatim and analysed using a constant comparative-based approach.Findings:Three themes emerged from the data: the nature of risk, reflecting the complexity of parental perception of risk and the influence of the doctor–parent relationship; presenting risk, highlighting the way in which risk is presented to and interpreted by parents; and risk and responsibility, examining the way in which parents engaged with risk and the impact of this on their relationship.Conclusions:The way in which risk is perceived by parents is complex and multi-factorial. The doctor–parent relationship is key to parental engagement. However, parents manage risk and uncertainty through a number of mechanisms, including those perceived as being not rational. This can cause tension, particularly when required to engage in informed decision-making.

Once upon a time…. Storytelling to Enhance Teaching and Learning

2007 ◽  
Vol 68 (1) ◽  
pp. 30-35 ◽  
Author(s):  
Daphne Lordly
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Life Experience ◽  
Real Life ◽  
Ways Of Knowing ◽  
Professional Students ◽  
External Focus ◽  
Teaching And Learning Environment ◽  
Survey Responses ◽  
The Impact

Purpose: The impact of storytelling in the classroom was examined, as was what motivates individuals to engage in storytelling. Methods: A storytelling methodology was introduced in an undergraduate nutrition course as an opportunity to enhance the teaching and learning environment. A 28-item, multi-part, self-administered survey was then distributed to the class (n=17). Results: Survey responses (n=15, 88% response) indicate that educators’ and students’ storytelling can positively influence the learning environment. This occurs through the creation of a greater focus on personalized information, glimpses of real-life experience, a connection with a topic as participants recognize similarities in their own personal experience and knowledge, and connections between different topics and through the emphasis on key concepts. Stories initiate useful conversations about unexplored struggles within practice, such as the emotional dimension(s) of an issue or what it means to be professional. Students are motivated to participate in storytelling through an external focus on others (i.e., helping others to learn) and an internal focus on self (i.e., seeking a connection with others to promote social dialogue). Several challenges related to the use of storytelling in the classroom emerged. Conclusions: Storytelling develops ways of knowing and dialoguing about issues, which has the potential to influence how students will approach their professional practice.

scholarly journals Challenges of Teacher Autonomy for Professional Competence

2021 ◽  
Vol 5 (1-2) ◽  
pp. 39-46
Author(s):  
Purna Bahadur Kadel
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Sampling Procedure ◽  
Teacher Autonomy ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Digital Books ◽  
Phenomenological Research Design ◽  
The Impact

Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning.  The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish this study. Ten English teachers at least 2 from each of 5constituent colleges of Tribhuvan University were selected as a sample using purposive non-random sampling procedure to collect data. Semi-structured in-depth interview and classroom observations were administered as tools to elicit data to address the objectives of this study. The findings were obsolete of teaching and learning activities and classroom management due to the lack of online digital books and articles in the library, lack of blended between online Moodle and face to face mode of pedagogy, lack of technological pedagogical and content knowledge, no teacher autonomy in curriculum designing, and no grants for travelling and lack of daily allowances to teachers to attend the conference, seminar, and workshop at home and abroad.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

scholarly journals Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

2021 ◽  
Author(s):  
Basma MOUNJID ◽  
Elhassane EL HILALI ◽  
Fatima AMRANI ◽  
Mohammed MOUBTASSIME
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
School Closure ◽  
School Closures ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
The Impact

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

scholarly journals Transdisciplinary, Community-Engaged Pedagogy for Undergraduate and Graduate Student Engagement in Challenging Times

2021 ◽  
Vol 10 (7) ◽  
pp. 84
Author(s):  
Shoshanah Jacobs ◽  
Christine E. B. Mishra ◽  
Erin Doherty ◽  
Jessica Nelson ◽  
Emily Duncan ◽  
...  
Keyword(s):  
Student Retention ◽  
Teaching And Learning ◽  
Local Community ◽  
Lessons Learned ◽  
Engaged Pedagogy ◽  
Transferable Skills ◽  
Human Needs ◽  
The Impact ◽  
Support Students

When the COVID-19 pandemic required all higher education learning to move to remote or online formats, students were challenged to maintain a sense of community and to advance in their education. By focusing on the immediate, human needs of students, IdeasCongress - a community-engaged experiential learning course with a curricular emphasis on transferable skills - flourished in the remote synchronous format. The only significant change was to shift the topic of the course to #RecoverTogether to guide our students in imagining a path through the pandemic while supporting local charities by developing plans for mitigating the impact that the pandemic was having on their service model. This paper outlines a case study of the course and reflections upon the experience of teaching during the pandemic restrictions, supported by student feedback from the September-December (Fall) 2020 semester. Based on this evidence, the approach appeared to be effective for student retention and engagement, and increased student feelings of connectedness to both the campus and the local community. The paper highlights key lessons learned while teaching and learning during challenging times and describe the teaching approaches used to support students.

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