The Role of Elementary School Teachers in the Implementation of Online Learning during the COVID-19 Pandemic

Sabani, Nureyzwan; Istiqomah, Intan Wahyu

doi:10.21315/apjee2021.36.2.7

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…The education system is rendered inefficient due to a lack of technical expertise and digital equipment [6] , in addition to an inadequate amount or reliability of internet access. Sabani and Istiqomah, argued that students who come from financially struggling households find it challenging to participate in online programs because digital gadgets and internet connections cannot be purchased or are unaffordable [34] . This makes it difficult for them to participate in online learning programs.…”

Section: Discussionmentioning

confidence: 99%

Parents’ perceptions of sending their children to primary school during the COVID-19 pandemic in Dhaka North City (DNC), Bangladesh

Rahman,

Anmol,

Rahman

2023

Environ. Soc. Psychol.

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Like other developing countries, the COVID-19 pandemic has seriously affected the public’s mental and physical health in Bangladesh. People, especially, in the country’s capital city, Dhaka, have suffered as a serious consequence of the pandemic in various ways, for instance, fear, stress, sadness, isolation, and loneliness. The study investigates parents’ perceptions of sending their children to kindergarten or primary school during the COVID-19 pandemic in Dhaka North City (DNCC), Bangladesh. The research employs several qualitative tools for answering the stated questions and objectives. Adopting a purposive sampling procedure, 30 informants from two wards were selected in the DNC area. We examine the “Field Theory” approach developed by Brager and Holloway to prepare the interview guide administered to these 30 informants. Apart from in-depth interviews, the study utilizes focus group discussions (FGDs) to obtain comprehensive data from them. The study reveals that parents have various perceptions about sending their children to school during the COVID-19 pandemic, making decisions based on psychological state, behavior patterns, quality education, and school safety measures. Parents feel insecure about sending their children to school as the institutional authorities are unaware of sanitizing the premises. As well, quality education greatly concerns the parents making such decisions about sending their children to school. The study recommends that the government, school authorities, and guardians take safety measures seriously inside the homes and the schools’ premises to help ensure children can safely attend primary schools.

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Section: Discussionmentioning

confidence: 99%

Parents’ perceptions of sending their children to primary school during the COVID-19 pandemic in Dhaka North City (DNC), Bangladesh

Rahman,

Anmol,

Rahman

2023

Environ. Soc. Psychol.

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“…Without these experiences, the phenomenon (reconceptualization of their identity as TESOL teachers) that we wanted to explore through the GaaTT project would not be reified. Prior to the project, the discussions, meetings, and consultation sessions between PSTs and the first and second authors, who were also the PSTs’ supervisors for the teaching, were mainly done through WhatsApp Group Discussion, Webex conference-cum-meeting, and FaceBook Group (Sabani & Istiqomah, 2021 ). We presented and explained the concepts of critical incidents and critical reflective practice (including reflecting on reflections) to the PSTs at a Webex conference (Fig.…”

Section: Methodsmentioning

confidence: 99%

Reflecting on Reflections Concerning Critical Incidents in Developing Pre-Service Teachers’ Professional Identity: Evidence from a TESOL Education Project

Karim

Kabilan

Sultana³

et al. 2023

English Teaching & Learning

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Due to the limited capacity enacted to supervision and the absence of a comprehensive framework leading to the professional identity of the pre-service teachers, the researchers initiate the Growing as a TESOL teacher project that involves the pre-service teachers in a teaching practicum course, engages them in reflecting on reflections concerning critical incidents for conceptualizing their identity as TESOL (Teaching English to Speakers of Other Languages) teachers. The study reports the impact of the project on developing the PSTs' identity as TESOL teachers. The dialogical approach suggested by Akkerman and Meijer (Teaching and Teacher Education, 27(2), 308-319, 2011) lays the theoretical foundation of the study. A phenomenological study is undertaken involving 10 pre-service teachers specializing in TESOL at a university in Malaysia. Using multiple instruments, we document the responses pertaining to their perceived identity as future TESOL teachers prior to the project and perceived identities as TESOL teachers after the project. Since the study enjoins the pre-service teachers to share their reflections initially, then receive reflections from others, and finally reflect on self-reflections and reflections of others, the processes induct them into a dialogic activity within the self. With the knowledge gained from reflecting on reflections of critical incidents, the pre-service teachers continue the dialogues to negotiate prior identities with the demanding identities to deal with the classroom realities. The dialogue paves an avenue to readjust and realign their identities as TESOL teachers.

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Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

Karim,

Amin,

Kabilan

et al. 2024

Asian. J. Second. Foreign. Lang. Educ.

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Scholars have questioned the effectiveness of reflective practice for gaining professional awareness or attaining professional development. In addition, the prevalence of inadequate comprehensive framework for pre-service teachers’ reflective practice and insufficient support of teacher educators have been noted in the literature. Against these backdrops, the present study attempted to demonstrate how reflecting on reflections, a form of reflective practice, of Critical Incidents (CIs) contributes to building pre-service TESOL teachers’ professional awareness. The study involved ten pre-service teachers (PSTs) in reflecting on reflections of CIs during the teaching practicum. Following the interpretive phenomenological approach, the study unfolded the CIs associated with pedagogical factors, including passive participation of the students, students’ late arrival in the classroom, disobedience to teachers’ instructions, the chaotic environment in the classroom, students’ rude behavior, and disruption caused by technical glitches, and CIs associated with intrapersonal and interpersonal factors, comprising students’ emotional exhaustion and unprofessional behaviors by senior teachers. Subsequently, it illustrated how PSTs cultivated their professional awareness through reflecting on reflections of CIs. The study presented a reflective practice framework applicable to pre-service and in-service teacher education programs. It also provided practical suggestions for pre-service and novice teachers to address and overcome the CIs. Teacher educators and trainers can harness the findings to prepare PSTs to conduct interactive and productive English language classes.

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The Role of Elementary School Teachers in the Implementation of Online Learning during the COVID-19 Pandemic

Cited by 3 publications

References 9 publications

Parents’ perceptions of sending their children to primary school during the COVID-19 pandemic in Dhaka North City (DNC), Bangladesh

Parents’ perceptions of sending their children to primary school during the COVID-19 pandemic in Dhaka North City (DNC), Bangladesh

Reflecting on Reflections Concerning Critical Incidents in Developing Pre-Service Teachers’ Professional Identity: Evidence from a TESOL Education Project

Pre-service TESOL teachers’ professional-awareness building through reflecting on reflections of critical incidents

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