大流行期间的教学:管理教师焦虑

Q3 Social Sciences

College Teaching Pub Date : 2023-10-13 DOI:10.1080/87567555.2023.2266855

Wm Marty Martin, Yvette Lopez

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引用次数: 0

摘要

摘要新冠肺炎疫情对高等教育机构造成了重大影响。虽然各机构在疫情初期迅速转向在线学习，但学生抵制、诉讼和财务指标等因素导致了面对面教育的回归。鉴于疫情仍在持续，领导层必须承担有效保护教职员工免受感染的法律和道德责任和义务。本文强调教师焦虑与教学效果的关系。最后，本文运用层次控制方法告知领导如何减少教师焦虑，干扰教学效果。关键词:covid -19控制层级高等教育披露声明作者未报告潜在利益冲突。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Teaching during Pandemics: Managing Teacher Anxiety

AbstractThe COVID-19 pandemic has had a significant disruption on institutions of higher education. While institutions were quick to pivot to online learning at the beginning of the pandemic, factors such as student push back, lawsuits, and financial indicators have resulted in a return to in-person education. With the pandemic still ongoing, leadership must embrace the legal and ethical responsibilities and duties for effectively protecting faculty from infection. This article underscores the relationship between teacher anxiety and teaching effectiveness. Finally, this article applies a hierarchy of controls approach to informing leadership on how to reduce teacher anxiety which interferes with teaching effectiveness.Keywords: COVID-19hierarchy of controlshigher education Disclosure statementNo potential conflict of interest was reported by the author(s).

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来源期刊

College Teaching Social Sciences-Education

CiteScore

1.50

自引率

0.00%

发文量

期刊介绍： College Teaching provides an interdisciplinary academic forum on issues in teaching and learning at the undergraduate or graduate level. The journal publishes three kinds of articles. Regular, full-length articles of up to 5,000 words reporting scholarship on teaching methods, educational technologies, classroom management, assessment and evaluation, and other instructional practices that have significance beyond a single discipline. Full-length articles also describe innovative courses and curricula, faulty development programs, and contemporary developments. Quick Fix articles, up to 500 words, present techniques for addressing common classroom problems. Commentaries, up to 1,200 words, provide thoughtful reflections on teaching.