Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

Mićić, Katarina; Kovács-Cerović, Tünde; Vračar, Selena

doi:10.5937/psistra24-32799

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…It is highly recommended to provide better communication facilites to distance learners through digital support by student support services (Anjum & Iqbal, 2020). Finally, building teachers' competencies and skills for all aspects of distance education, starting from the initial education of teachers, is essential (Mićić et al, 2021).…”

Section: Technical Barriersmentioning

confidence: 99%

“…In parallel, Mićić et al (2021) put the spotlight on the change and dynamic shift in the way teachers have positioned themselves across the COVID-19 pandemic time in Serbia:…”

Section: Psychological Barriersmentioning

confidence: 99%

“…Therefore, purposefully fostering all the potential for cooperation (Mićić et al, 2021) between all the stakeholders and within each academic group is highly desirable.…”

Section: Lack Of Feedbackmentioning

confidence: 99%

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Communication barriers in emergency remote education

Shevchenko

Tkachenko

et al. 2022

Rev. Bras. Educ. Camp.

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Despite the abundance of methods, materials, pedagogical philosophies, and a variety of teacher training programs, many educators still do not have the skills and self-efficacy to effectively navigate the new combinations of distance, blended, and in-classroom learning. The review of literature signals the disrupted nature of teacher-student communication caused by the coronavirus pandemic. This is a literature review focused on the findings of 206 published open-access journal articles on teacher-student educational interaction during the COVID-19 pandemic. The primary goal of the current research is to provide an initial indication of the potential size and nature of the extant communication barriers in emergency remote learning. Furthermore, authors attempt to draw overall conclusions about the merits of existing propositions or methods aimed at overcoming the existing barriers. The complaints reported in the surveys include technical, psychological, personal, emotional, and health issues, lack of feedback, and poor student engagement. The latter prompts us to search for good practices that solve the aforementioned teacher-student interaction barriers or reduce the scope of these barriers. The outcomes of this study can help theorize about the many forms of barriers that exist in teacher-student interactions in emergency remote learning.

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Section: Technical Barriersmentioning

confidence: 99%

“…In parallel, Mićić et al (2021) put the spotlight on the change and dynamic shift in the way teachers have positioned themselves across the COVID-19 pandemic time in Serbia:…”

Section: Psychological Barriersmentioning

confidence: 99%

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Communication barriers in emergency remote education

Shevchenko

Tkachenko

et al. 2022

Rev. Bras. Educ. Camp.

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“…For example, a study by Sokal et al (2020) demonstrated that while teachers in Canada had positive attitudes towards COVID-induced changes in education in the early stage of the pandemic, in the following months such attitudes became less optimistic. Mićić et al (2021) showed that in the initial stages of the COVID-19 pandemic, teachers' concerns in Serbia were mostly related to immediate health dangers, frustration, and pressure, while in the later stages concerns related to the quality of education became predominant. This intensive dynamic of the educational landscape during the pandemic was recognized as one of the key features of ERE.…”

Section: Emergency Remote Educationmentioning

confidence: 99%

PSYCHOLOGY IN THE FUNCTION OF THE WELL-BEING OF THE INDIVIDUAL AND SOCIETY - 17th Days of Applied Psychology 2021

Autora¹

2022

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The aim of the study is to provide a particular portrayal of emergency remote education (ERE) in Serbia from the perspective of its most disadvantaged partakers. The study applied a single-case study design. The participant was an 11-year-old Roma boy, attending the 5 th grade of elementary school in Belgrade. Since October 2019, a group of university students and teaching staff have been providing learning support for the student twice a week. For approximately two and a half years, the researchers continuously produced and/or collected participant-observations, anecdotal notes, the content of the Viber group, artefacts from the learning/teaching process, and notes from interviews with the pupil and his parents. The data from these multiple sources were merged and analysed using event structure analysis. From the analysed data the researchers reconstructed how the Roma student experienced ERE and which factors influenced the process. The analysis acknowledges that ERE policy and practice in interaction with the disadvantaged positions of certain students exacerbate inequity in education. The findings suggest that achieving equity of ERE requires educational decision-making which highlights the perspectives of students from disadvantaged backgrounds and their families, purposefully approaches ERE to disrupt potential inequities, and develops the capacities of schools and teachers to address educational inequities in an emergency context.

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“I will give you some suggestions on how to improve teaching/learning during the pandemic” - a thematic analysis of the answers of 5th grade elementary school pupils

Minic,

Keljanovic,

Soskic

2023

ZIPI

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The present paper is part of some broader research, which aimed at examining the perceptions of pupils, teachers, parents, and undergraduate students related to online and combined (online and classroom) teaching/learning in the Republic of Serbia during the pandemic. Methodology: The topic analyzed in this paper related to suggestions put forward by students? and intended for their teachers or the school, on how to make teaching/learning during the pandemic better. Data were collected in the form of narratives. A thematic analysis of the responses of 5th-grade elementary school pupils in the Republic of Serbia was used. Responses were collected during the first half of 2020. The students? suggestions concerned the organization of classes and compliance with protection measures. The pupils wanted their schools and teachers to organize classes as before the start of the pandemic. The teachers instructed the pupils to keep track of TV/online lessons and complete additional tasks that they sent them during the combined classes. Most of the surveyed pupils prefer classroom teaching/learning. The obtained findings can be considered as a modest contribution to a better understanding of this issue, which is still relevant, due to the current pandemic conditions.

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Trends in primary school teachers' experience over the first year of the COVID-19 pandemic in Serbia: A narrative analysis

Cited by 5 publications

References 25 publications

Communication barriers in emergency remote education

Communication barriers in emergency remote education

PSYCHOLOGY IN THE FUNCTION OF THE WELL-BEING OF THE INDIVIDUAL AND SOCIETY - 17th Days of Applied Psychology 2021

“I will give you some suggestions on how to improve teaching/learning during the pandemic” - a thematic analysis of the answers of 5th grade elementary school pupils

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