{"title":"大流行期间教师的应急远程教育经验:学生和教师幸福感的驱动因素","authors":"Paul F Burke, Sandy Schuck, Matthew Kearney","doi":"10.1177/00049441231159666","DOIUrl":null,"url":null,"abstract":"<p><p>This article discusses findings from a recent survey (<i>n</i> = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.</p>","PeriodicalId":46741,"journal":{"name":"Australian Journal of Education","volume":"67 1","pages":"124-142"},"PeriodicalIF":1.5000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10113903/pdf/","citationCount":"0","resultStr":"{\"title\":\"Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing.\",\"authors\":\"Paul F Burke, Sandy Schuck, Matthew Kearney\",\"doi\":\"10.1177/00049441231159666\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>This article discusses findings from a recent survey (<i>n</i> = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.</p>\",\"PeriodicalId\":46741,\"journal\":{\"name\":\"Australian Journal of Education\",\"volume\":\"67 1\",\"pages\":\"124-142\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10113903/pdf/\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australian Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00049441231159666\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/4/18 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australian Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00049441231159666","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/4/18 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teachers' Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing.
This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided.
期刊介绍:
The Australian Journal of Education was established in 1957 under the editorship of Professor Bill Connell. Drawing upon research conducted in Australia and internationally, the AJE aims to inform educational researchers as well as educators, administrators and policymakers about issues of contemporary concern in education. The AJE seeks to publish research studies that contribute to educational knowledge and research methodologies, and that review findings of research studies. Its scope embraces all fields of education and training. In addition to publishing research studies about education it also publishes articles that address education in relation to other fields.