Teacher profiles in higher education: the move to online education during the COVID-19 crisis.

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2023-03-16 DOI:10.1007/s10984-023-09458-w

T M Stevens, P J den Brok, O Noroozi, H J A Biemans

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引用次数: 3

Abstract

During the COVID-19 pandemic, teachers were forced to move their teaching completely online. While some seized the opportunity to learn and innovate, others experienced difficulties. This study provides insights into the differences between university teachers during the COVID-19 crisis. A survey among university teachers (N = 283) was conducted to investigate their attitudes towards online teaching, beliefs about students' learning, level of stress experienced, self-efficacy and beliefs about their own professional development. Employing a hierarchical cluster analysis, four distinct teacher profiles were found. Profile 1 was critical but eager; Profile 2 was positive but stressed; Profile 3 was critical and reluctant; Profile 4 was optimistic and easy-going. The profiles differed significantly in their use and perception of support. We suggest that teacher education research should carefully consider sampling procedures or take a person-centred research approach and that universities should develop targeted forms of teacher communication, support and policy.

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高等教育教师档案：新冠肺炎危机期间转向在线教育。

在新冠肺炎大流行期间，教师被迫将教学完全转移到网上。一些人抓住了学习和创新的机会，另一些人则遇到了困难。这项研究深入了解了新冠肺炎危机期间大学教师之间的差异。对高校教师的调查（N = 283）调查了他们对在线教学的态度、对学生学习的信念、所经历的压力水平、自我效能感和对自己职业发展的信念。采用层次聚类分析，发现了四个不同的教师档案。简介1很关键，但很热切；概况2是积极的，但有压力；简介3是批评和不情愿的；简介4乐观随和。这些档案在支持的使用和感知方面存在显著差异。我们建议，教师教育研究应仔细考虑抽样程序或采取以人为本的研究方法，大学应制定有针对性的教师沟通、支持和政策形式。

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来源期刊

LEARNING ENVIRONMENTS RESEARCH Social Sciences-Communication

CiteScore

6.70

自引率

17.20%

发文量

期刊介绍： Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments. The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment'' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc. The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal. A wide range of qualitative and quantitative methods for studying learning enviromnents, and the combination of qualitative and quantitative methods, are strongly encouraged. The journal has an affiliation with the American Educational Research Association''s Special Interest Group on the Study of Learning Environments. However, having Regional Editors and an Editorial Board from around the world ensures that LER is a truly international journal.