COVID-19大流行期间向在线教学的过渡:活动理论视角

David Bollen, G. Humphreys, Shu-Wen Lin, John Donnellan
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引用次数: 1

摘要

在日本大学的英语教学背景下,这项基于访谈的定性探索性研究提供了十位教师如何应对过渡到紧急远程教学(ERT)的挑战的见解。进行这项研究是为了了解大流行引发的教育变革对教学实践和对有效教学的看法的影响。活动理论的视角解释了影响教师体验的内在因素和外在因素之间的复杂联系。数据是通过对10位教师的半结构化访谈获得的,在ERT的初始阶段,并通过12个月后同一位教师的反思性写作获得的。内容分析的主要发现是,对有效教学的看法普遍得到加强,在对教学实践和专业学习方向的反思之后,许多教师能够有效地应对正在进行的教育变化。我们认为,这项研究的意义可能揭示了在高度过渡状态下与其他活动系统进行比较的重要领域,并揭示了发展新实践的途径。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Transitions to Online Teaching during the COVID-19 Pandemic: An Activity Theory Perspective
Situated in a Japanese university ELT context, this qualitative exploratory interview-based study offers insights into how ten teachers responded to the challenges of transitioning to emergency remote teaching (ERT). The research was conducted to understand the implications of pandemic-instigated educational changes on teaching practices and perspectives towards effective teaching. An activity theory perspective accounts for the complex interlinking internal and external factors influencing teachers’ experiences during and since the ERT. Data were obtained through semi-structured interviews with the ten teachers following the initial period of ERT and through reflective writing by the same teachers 12 months later. Key findings from a content analysis were that perspectives towards effective teaching were generally reinforced and that following reflection on pedagogical practices and professional learning directions many teachers were able to respond effectively to ongoing educational changes. We argue that the implications of the study may reveal important areas of comparison with other systems of activity in heightened states of transition and reveal pathways to the development of new practices.
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