Changes in the Teaching Learning Process After Covid: What Are the Challenges for Students and Teachers in Returning to a “New Normality”?

Ferreira, Mafalda; Machado, Isabel; Neves, Cidália; Vieira, André

doi:10.21125/edulearn.2022.1766

Cited by 2 publications

(1 citation statement)

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“…Today, with the current post-pandemic situation, feelings of uncertainty and fear prevail, related to exposure to the virus (Seens et al, 2022). Children and young people, as well as parents and teachers, are concerned, above all, about the greater exposure to risk derived from being in closed spaces in close proximity to other students, and the difficulty of controlling and ensuring that everyone adopts the behaviors of protection necessary to avoid becoming infected (Ferreira et al, 2022;Harumi & Pambudi, 2022).…”

Section: Emotional Aspects: "Specialized Emotional Support"mentioning

confidence: 99%

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Almonacid-Fierro,

Aguilar-Valdés,

Souza de Carvalho

et al. 2024

Retos

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La pandemia ha provocado diferentes consecuencias en la educación y salud de los escolares, siendo los efectos psicológicos uno de los más preocupantes. La escuela y especialmente los profesores de Educación Física están llamados a desempeñar un papel importante en el apoyo emocional de los escolares. El objetivo de este estudio es analizar la percepción de los profesores de Educación Física de la escuela primaria, respecto al ámbito emocional durante el regreso a las clases presenciales. La muestra por conveniencia estuvo conformada por 12 profesores de Educación Física que trabajaban en la enseñanza primaria y que desarrollaron labores durante los años de enseñanza virtual y postpandemia. Se utilizaron entrevistas semiestructuradas para recoger datos relativos a la igualdad de género y años de experiencia. De los relatos emergen categorías asociadas a la emocionalidad en el aula, la brecha de aprendizaje, la importancia de la interacción profesor-alumno, el apoyo emocional especializado, la comunicación efectiva y la regulación emocional. Los docentes realzan el compromiso en la contención y evaluación del estado socioemocional y psicológico de los alumnos, además de asegurar la incorporación de metodologías que consideren el trabajo emocional. Dentro del aula, los docentes reconocen la importancia de la afectividad y la motivación en su despliegue didáctico, promoviendo el aprendizaje a través de un clima de clase saludable. Palabras clave: Aprendizaje, profesor, escuela, deporte, pandemia, emociones. Abstract. The pandemic has caused different consequences in the education and health of schoolchildren, psychological effects being one of the most worrying. The school and especially Physical Education teachers are called on to play an important role in the emotional support of schoolchildren. The aim of this study is to analyze the perceptions of elementary school Physical Education teachers regarding the emotional environment during the return to face-to-face classes. The convenience sample consisted of 12 physical education teachers who worked in elementary schools and were active during the virtual and post-pandemic years. Semi-structured interviews were used to collect data regarding gender equality and years of experience. The stories emerge categories associated with emotionality in the classroom, the learning gap, the importance of teacher-student interaction, specialized emotional support, effective communication and emotional regulation. Teachers enhance the commitment in the containment and evaluation of the socio-emotional and psychological state of the students, in addition to ensuring the incorporation of methodologies that consider emotional work. Inside the classroom, teachers recognize the importance of affectivity and motivation in their didactic deployment, promoting learning through a healthy class climate. Keywords: Learning, teacher, school, sports, pandemic, emotions

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Section: Emotional Aspects: "Specialized Emotional Support"mentioning

confidence: 99%

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Almonacid-Fierro,

Aguilar-Valdés,

Souza de Carvalho

et al. 2024

Retos

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Transitioning to full face to face classes: Academic challenges and hygiene motivational factors among maritime instructors in one maritime higher education institution in Batangas province

Umali

2024

IJRSE

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The shift from face-to-face learning to online learning was so challenging that it required careful preparation, just as it does now as the situation returns to a face-to-face set up. This study describes respondent's profile (sex, age, teaching experience, department, officer ranks), identified academic challenges (instruction, learning environment, academic requirements), determined hygiene motivational factors (salary, working conditions, interpersonal relations), tested the differences in responses by profile, assess the significant relationship between academic challenges and hygiene factors, and proposed an action plan based on the results. 83 maritime instructors were studied, they taught face to face at a private maritime higher education institution in the academic year 2022-2023. Adapted questionnaires on a 4-point Likert scale were used. Data were collected through total population sampling. Descriptive and correlation analyses were done using SPSS. The findings of this study showed that most of the respondents were male, aged 40-49 years old, with 1-3 years of teaching experience from the BS Marine Transportation department and with a rank of operational level.Additionally, maritime instructors rarely faced academic challenges such as delivery of instruction, learning environment, and academic requirements. They were always motivated by hygiene factors such as salary, working conditions, and interpersonal relations. When grouped according to profile variables, in terms of academic challenges, years of teaching experience got the highest assessment with a lead in academic requirements and delivery of instruction. On the other hand, in terms of hygiene motivational factors, teaching experience also received the highest mark while age came next with high assessment on salary and working conditions. Additionally, the data showed that officers with operational level rank had higher assessment of salary and interpersonal relations. There was a high significant relationship, statistically, between academic challenges and hygiene motivational factors. In the end, an action plan was proposed based on the results of the study.

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Changes in the Teaching Learning Process After Covid: What Are the Challenges for Students and Teachers in Returning to a “New Normality”?

Cited by 2 publications

References 0 publications

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Emocionalidad en el aula de primaria de Educación Física postpandemia (Emotionality in the post-pandemic primary physical education classroom)

Transitioning to full face to face classes: Academic challenges and hygiene motivational factors among maritime instructors in one maritime higher education institution in Batangas province

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