COVID-19与集体转型:在线护理教师教学实践的变化

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Transformative Education Pub Date : 2023-06-14 DOI:10.1177/15413446231183418

Collette Christoffers, S. Bano, M. Gorz

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引用次数: 0

摘要

我们的研究探讨了全在线护理教师在COVID-19期间的经验。利用Mezirow的变革学习理论和Hoggan的类型学作为我们的框架，我们从事定性解释学现象学，采访了10名在线护理教师，了解他们在大流行期间在线教学的经历。我们的研究结果表明，COVID-19是一个集体迷失方向的困境。在解决这个令人困惑的困境时，教师们发现了合作和专业发展在理解过程中的重要性。此外，随着灵活性和同情心成为疫情期间支持学生的必要组成部分，教师的教学实践发生了变化。

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COVID-19 and Collective Transformation: Changes in Online Nursing Faculty Pedagogical Practices

Our study explored the experiences of fully online nursing faculty during COVID-19. Using Mezirow’s transformative learning theory and Hoggan’s typology as our framework, we engaged in qualitative hermeneutic phenomenology, interviewing 10 online nursing faculty members to learn about their experiences teaching online during the pandemic. Results from our findings suggest COVID-19 was a collective disorienting dilemma. While working through this disorienting dilemma, faculty discovered the importance of both collaboration and professional development in the sense-making process. Furthermore, faculty pedagogical practices transformed as flexibility and compassion emerged as a necessary part of supporting students during the pandemic.

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来源期刊

Journal of Transformative Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education.