远程重新定位：在新冠肺炎大流行期间为印度同胞传授教育学和技术观

Q3 Social Sciences

Contemporary Education Dialogue Pub Date : 2023-01-01 DOI:10.1177/09731849221148518

Jessica Chandras

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引用次数: 1

摘要

2020年3月，当新冠肺炎疫情迫使学校关闭时，来自世界各地边缘化社区的学生在教育机会、机会和结果方面受到了不成比例的影响。本文从教育工作者与印度西部马哈拉施特拉邦城市浦那的非营利教育组织“为印度教学”（TFI）一起提供教学的角度，探讨了在线远程教学技术的重新定位。从对TFI研究员和项目经理的定性人种学采访，到2020年4月至2021年10月的在线课堂观察，本文阐述了新冠肺炎大流行期间在线教学的成功和挑战，这促进了教学创新，并在边缘化学生及其家人的受教育机会方面产生了明显的分歧。最终，TFI的短期奖学金模式在新冠肺炎大流行期间为新手教师提供了一个独特的机会之窗，以新颖的方式将技术融入教学法。

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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Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology During the COVID-19 Pandemic

In March 2020, when the COVID-19 pandemic forced schools to close, students from marginalised communities across the world were disproportionately impacted in terms of educational access, opportunities and outcomes. This article explores reorientations to technology for online remote instruction from the perspective of educators delivering instruction with the educational non-profit organisation Teach for India (TFI) in Pune, a city in the western Indian state of Maharashtra. From qualitative ethnographic interviews with TFI fellows and programme managers to online classroom observations from April 2020 until October 2021, this article illustrates successes and challenges in online instruction during the COVID-19 pandemic, which facilitated both teaching innovations and made apparent cleavages in access to education among marginalised students and their families. Ultimately, TFI’s short-term fellowship model provided novice instructors with a unique window of opportunity during the COVID-19 pandemic to integrate technology into pedagogy in novel ways.

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来源期刊

Contemporary Education Dialogue Social Sciences-Education

CiteScore

2.20

自引率

0.00%

发文量

期刊介绍： Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.