Perspectives in Education最新文献_第9页

Why we should continue to ask critical questions about internationalisation at home 为什么我们应该继续在国内提出有关国际化的关键问题

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.7004

J. Beelen

引用次数: 1

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic 调查新冠肺炎大流行期间职业技术教育学院教育工作者从传统课堂向虚拟课堂过渡的经验

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i1.8

A. Aina, A. Ogegbo

{"title":"Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic","authors":"A. Aina, A. Ogegbo","doi":"10.18820/2519593x/pie.v40.i1.8","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.8","url":null,"abstract":"The growing utilisation of digital technologies in today’s complex and fast-changing world has taken the reality of education beyond the physical classroom. However, the COVID-19 pandemic has forced many educational institutions to make hasty and unprecedented decisions as they switched to the virtual classroom. This study explores teachers’ experiences in transitioning from traditional teaching to virtual teaching during and after the COVID-19 college closure. A sample of seven Technical and Vocational Education and Training (TVET) educators was conveniently selected from colleges in an urban area in South Africa using a case study research design. Data were collected through semi-structured interviews and analysed using thematic analysis. In this regard, all ethical considerations were adhered to during this study. Three of the educators demonstrated a positive cognitive, affective and behavioural attitude towards transitioning to virtual learning. Six of the educators used WhatsApp and online platforms integrated into their college’s website to communicate during virtual teaching. However, challenges such as lack of support on the integration of technology into their practice, access to connectivity, provision of little or no training on pedagogical practices, unconducive home environment, students’ attitudes in the online space, lack of infrastructure and poor policy guidelines and framework for implementing virtual learning pose a threat to educators’ desires to change and support a transition to virtual learning permanently. Therefore, it is recommended that TVET education providers and managers provide adequate support and training for educators to foster pedagogical practices aimed at enhancing students’ virtual learning. © 2022 University of Pretoria. All rights reserved.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84555108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The need for revision of selected aspects of online Master’s and doctoral student supervision 需要修订的选择方面的在线硕士和博士生的监督

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i1.17

K. Ferreira‐Meyers

{"title":"The need for revision of selected aspects of online Master’s and doctoral student supervision","authors":"K. Ferreira‐Meyers","doi":"10.18820/2519593x/pie.v40.i1.17","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.17","url":null,"abstract":"Since the onset of the COVID-19 pandemic, higher education institutions have been concerned about their Master and doctoral students, in particular how and when they would be able to continue and complete their research activities and dissertations. Scholars have noted the potential deterioration in the quality of research projects for a variety of reasons (transformation and/ or abandoning of approved research methods, anxiety-related lowered performance rates, altered modes of supervision and delays in completion times). In this article, I discuss the findings of a small-scale study, undertaken in July 2020, on whether there has been a significant change in the supervision of Master's and doctoral students in Africa due to the outbreak and impact of the COVID-19 pandemic. I used a Google Form online survey to obtain participants' opinion on the frequency of interactions between supervisors and supervisees, the medium of interaction as well as the Master's and doctoral candidates' general progress. The study participants were all instructors in higher education who supervise Master and PhD students. There has been a change in frequency and means of supervision, that there is more reliance on videoconferencing tools and interaction \"at a distance\". However, the data cannot conclusively confirm that there has been a significant transformation in the way students are supervised because many study participants indicated their wish to return to the way things were done pre-pandemic. Nevertheless, there will probably be more reliance on social media, email and other online tools such as Zoom and Skype post-pandemic. In the words of the study participants, \"online supervision is developing\" and \"the pandemic has also given us more tools of engagement, which is good\".","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72710159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Middle leaders and managers’ perspectives of distributive leadership during COVID-19 COVID-19期间中层领导和管理者对分配型领导的看法

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.38140/pie.v40i4.6583

Laurette Fourie, P. Naidoo

{"title":"Middle leaders and managers’ perspectives of distributive leadership during COVID-19","authors":"Laurette Fourie, P. Naidoo","doi":"10.38140/pie.v40i4.6583","DOIUrl":"https://doi.org/10.38140/pie.v40i4.6583","url":null,"abstract":"On a global level, COVID-19 has shaken the foundations of every sector. In the South African education context, the traditional methods of teaching, learning, and managing schools changed drastically overnight and management roles and responsibilities were pushed to unprecedented levels. Moreover, the roles of middle leaders and managers took place within a more distributive framework, encouraging school leaders to adopt varying styles of leadership to cope with the demands of COVID-19. For this study, middle leaders constitute departmental heads, grade heads and subject heads. This study utilised a qualitative research design, adopting a case study approach within the interpretivist paradigm. Three departmental heads and seven post level one educators who occupy grade heads/leaders’ roles in a primary school constituted the sample. Semi-structured individual interviews were conducted with participants to gain their understanding of how distributive leadership was practiced during the pandemic. Four themes emerged, namely leadership styles and factors informing the leadership behaviour and leadership growth of middle leaders and managers in schools; middle leaders’ and managers’ perceptions of distributive leadership and the responsibilities of the different stakeholders; the impact of COVID-19 on distributive leadership as perceived by middle leaders and managers; and the advantages and disadvantages of distributive leadership practices. The study recommends that School Management Teams (SMTs) involve middle leaders and managers to a greater degree to secure an effective ‘buy-in’ to the concept of distributive leadership and that middle managers offer opportunities for others to lead, by developing leadership-specific courses for them. SMTs must also ensure that individuals have a stable working environment where their psychological, sociological, and emotional needs are respected, fulfilled, and validated during any pandemic.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76688825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students experiences of demotivating online formative assessment strategies at an open distance learning university 学生在开放远程学习大学的在线形成性评估策略的消极体验

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i2.4

A. Makina

引用次数: 1

South African teachers’ engagement in Teach Online: A case study about short course design 南非教师参与在线教学:短期课程设计案例研究

Perspectives in Education Pub Date : 2022-01-01 DOI: 10.18820/2519593x/pie.v40.i1.16

Angela Stott

{"title":"South African teachers’ engagement in Teach Online: A case study about short course design","authors":"Angela Stott","doi":"10.18820/2519593x/pie.v40.i1.16","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v40.i1.16","url":null,"abstract":"In the developing world numerous barriers hinder teachers uptake of the pedagogical and technological skills needed to teach online. This study sought to contribute to an understanding of effective programme design for developing such skills in such contexts by exploring the engagement of a cohort of South African teachers (n=97 initially, decreasing to n=25 across the programme) in a pedagogically and technologically moderately advanced 80-hour short learning programme (SLP). The research is guided by research questions regarding the retention and engagement across the SLP and design elements that affected these. A description of the SLP is given in terms of the teaching, social and cognitive presences included, as well as Chickering and Gamsons seven principles of good practice. Data were collected regarding the numbers of participants engaging in activities across the duration of the SLP. In addition, 20 of the participants who completed the SLP volunteered to answer a questionnaire with 31 Likert-scale items regarding engagement levels, and 3 open-ended items concerning their experiences with the SLP. Content analysis was performed, and findings were interpreted using collaborative cognitive load theory. The findings show high attrition levels, particularly during the registration and orientation processes. High engagement levels were found for those who managed to complete the SLP successfully, with approximately equal representation of these teachers from schools serving richer and poorer communities. The design description and derived recommendations are likely to be of value to designers of online SLPs, particularly within the developing world context, and particularly while the COVID-19 pandemic necessitates use of online teaching. Recommendations are inclusion of (1) participation marks to promote engagement in collaboration;(2) short videos to clarify (a) the nature of the SLP up-front and (b) engagement instructions.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"2 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83562670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Black African parents’ narratives on apartheid schooling and school history 黑人父母对种族隔离学校教育和学校历史的叙述

Perspectives in Education Pub Date : 2021-09-16 DOI: 10.18820/2519593x/pie.v39.i3.2

M. Langa, J. Wassermann, M. Maposa

{"title":"Black African parents’ narratives on apartheid schooling and school history","authors":"M. Langa, J. Wassermann, M. Maposa","doi":"10.18820/2519593x/pie.v39.i3.2","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i3.2","url":null,"abstract":"This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness, prosperity and success. While school history in the post-apartheid context was lauded and appreciated, the prevailing sentiment was that their children should steer clear of it.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88327401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency COVID-19时代的教学:了解教师代理的机遇和障碍

Perspectives in Education Pub Date : 2021-03-12 DOI: 10.18820/2519593X/PIE.V39.I1.5

M. Ehren, R. Madrid, Sara Romiti, P. Armstrong, Paige L. Fisher, D. McWhorter

{"title":"Teaching in the COVID-19 era: Understanding the opportunities and barriers for teacher agency","authors":"M. Ehren, R. Madrid, Sara Romiti, P. Armstrong, Paige L. Fisher, D. McWhorter","doi":"10.18820/2519593X/PIE.V39.I1.5","DOIUrl":"https://doi.org/10.18820/2519593X/PIE.V39.I1.5","url":null,"abstract":"The school closures necessitated by the COVID-19 pandemic created a rapid shift to alternative modes of educational delivery, primarily online learning and teacher-supported home-schooling. This shift has revealed deep inequities in education systems worldwide, as many children lost access to teachers and schooling. An effective response to these changes has tested teachers' personal capacities and individual and collective agency intensely. The research lab we report on within this paper aimed to develop a better understanding of teacher agency in meeting the challenges of the pandemic and the physical and relational enablers and constraints of their environment. Drawing on case study reports from six international contexts and a series of online discussions with research lab participants, this study explores teachers' enactment of agency in the context of various circumstances and environments. The authors argue that it is imperative that education systems support the enhancement of teachers' personal and collective agency in the face of continued disruption to schooling and ongoing challenges to educational equity.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"13 1","pages":"61-76"},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83004645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Adapting a capacity-development-in-higher-education project: Doing, being and becoming virtual collaboration 适应高等教育能力发展项目:做、存在和成为虚拟协作

Perspectives in Education Pub Date : 2021-03-12 DOI: 10.18820/2519593X/PIE.V39.I1.22

L. Jacobs, Katherine Wimpenny, Lize-Mari Mitchelle, C. Hagenmeier, J. Beelen, Merle Hodges, V. George, A. DeWinter, Chevon Slambee, Segun Obadire, Alexandra Viviani, L. Samuels, Leo Jackson, Reinout Klamer, Nooreen Adam

{"title":"Adapting a capacity-development-in-higher-education project: Doing, being and becoming virtual collaboration","authors":"L. Jacobs, Katherine Wimpenny, Lize-Mari Mitchelle, C. Hagenmeier, J. Beelen, Merle Hodges, V. George, A. DeWinter, Chevon Slambee, Segun Obadire, Alexandra Viviani, L. Samuels, Leo Jackson, Reinout Klamer, Nooreen Adam","doi":"10.18820/2519593X/PIE.V39.I1.22","DOIUrl":"https://doi.org/10.18820/2519593X/PIE.V39.I1.22","url":null,"abstract":"In November 2019, scholars and practitioners from ten higher education institutions celebrated the launch of the iKudu project. This project, co-funded by Erasmus+1, focuses on capacity development for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL) virtual exchange. Detailed plans for 2020 were discussed including a series of site visits and face-toface training. However, the realities of the COVID-19 pandemic disrupted the plans in ways that could not have been foreseen and new ways of thinking and doing came to the fore. Writing from an insider perspective as project partners, in this paper we draw from appreciative inquiry, using a metaphor of a mosaic as our identity, to first provide the background on the iKudu project before sharing the impact of the pandemic on the project's adapted approach. We then discuss how alongside the focus of iKudu in the delivery of an internationalised and transformed curriculum using COIL, we have, by our very approach as project partners, adopted the principles of COIL exchange. A positive impact of the pandemic was that COIL offered a consciousness raising activity, which we suggest could be used more broadly in order to help academics think about international research practice partnerships, and, as in our situation, how internationalised and decolonised curriculum practices might be approached.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73130673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers 埃塞俄比亚小学层面对COVID-19大流行的应对措施:来自校长和教师电话调查的证据

Perspectives in Education Pub Date : 2021-03-01 DOI: 10.18820/2519593x/pie.v39.i1.12

DL Yorke, P. Rose, PT Woldehanna, Dbh Hailu

{"title":"Primary school-level responses to the COVID-19 pandemic in Ethiopia: Evidence from phone surveys of school principals and teachers","authors":"DL Yorke, P. Rose, PT Woldehanna, Dbh Hailu","doi":"10.18820/2519593x/pie.v39.i1.12","DOIUrl":"https://doi.org/10.18820/2519593x/pie.v39.i1.12","url":null,"abstract":"Located at the intersection of the education system, the school and community, school principals now have the responsibility for the effectiveness of school-level responses to the COVID-19 crisis. This includes translating directives into practice during school closures as well as supporting teachers to continue to provide learning and responding to local needs, including the specific needs of disadvantaged students. Subsequently, teachers have a direct responsibility for supporting students during school closures, especially those who are disadvantaged. This article aims to provide an understanding of the response of school principals and teachers during school closures using data collected in Ethiopia through phone surveys with 127 school principals and 316 teachers in August 2020. We explore the support school principals received from the government during school closures as well as contact by school principals and teachers with parents and caregivers. Our findings suggest an important role for the local government in supporting school-level responses to the COVID-19 pandemic while parents and caregivers are important in helping to cater for the needs of disadvantaged groups.","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82746943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6