Whilst COVID-19: The Educational Migration to Online Platforms and Lessons Learned

Pham, Linh Thi Thuy; Phan, Anh Ngoc Quynh

doi:10.1080/00098655.2022.2065230

Cited by 5 publications

(15 citation statements)

References 9 publications

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“…In a recent study by Pham and Phan (2022), a spectrum of emotions that teachers underwent during the shift in teaching mode was proposed, tackling the weakness of the previous studies. These emotions included "confused, overwhelmed, frustrated, and excited" (p. 161).…”

Section: Teachers' Emotions and Online Educationmentioning

confidence: 99%

“…There might be a link between teachers' emotional struggle and growth, resulting from the shift in teaching mode (Pham & Phan, 2022;Song, 2022). The emotional struggles prompted teachers to find ways to turn online teaching into a new normal practice (Pham & Phan, 2022), and to undergo a rigorous self-reflection and adaptation process, which supported their personal and professional development (Song, 2022).…”

Section: Teachers' Emotions and Online Educationmentioning

confidence: 99%

“…In summary, despite differences in the number of stages, most studies managed to identify teachers' main emotional changes in response to the suddenly-implemented online teaching mode. Those fluctuations could be illustrated by an inverted up-down-up bell curve (Ngo, 2021;Pham & Phan, 2022) or a down-up-up positive slope (Yan & Wang, 2022), in which ups and downs refer to positive and negative emotional experiences respectively. However, they tended to scrutinize teachers' emotional changes over a short period of time, either a semester or a few weeks, whereas the COVID-19 pandemic crisis lasted more than two years.…”

Section: Teachers' Emotional Changes During the Covid-19 Pandemicmentioning

confidence: 99%

“…Techniques for addressing teachers' negative emotions and promoting positive ones have been suggested in previous literature (Pham & Phan, 2022;Santihastuti et al, 2022;Song, 2022). Santihastuti et al (2022) listed three ways teachers can project their negative feelings in the online classroom, including surface acting (generally suppressing real inner feelings and focusing more on task fulfillment), deep acting (showing empathy towards students' difficulties), and genuine expressing (showing true feelings when seeing rude behaviors from students).…”

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

“…Santihastuti et al (2022) listed three ways teachers can project their negative feelings in the online classroom, including surface acting (generally suppressing real inner feelings and focusing more on task fulfillment), deep acting (showing empathy towards students' difficulties), and genuine expressing (showing true feelings when seeing rude behaviors from students). Another technique is for teachers to update themselves with technological skills, as this helps ensure a stimulating, engaging and effective lesson and, as a result, trigger positive emotions in teachers (Pham & Phan, 2022). Teachers are also encouraged to practice selfreflection on their emotional experiences, as it will enable them to make suitable adjustments in their teaching (Santihastuti et al, 2022;Song, 2022).…”

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

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EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies

Nguyen¹,

Pham²

2023

TESL-EJ

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The outbreak of COVID-19 in 2020 put the education system worldwide in a critical situation with a sudden shift from the traditional face-to-face to the online mode of instruction. Many studies have been conducted over the past two years to investigate teachers’ struggle with this abrupt transition; however, a complete picture of their emotional battle throughout the whole pandemic has not yet been depicted due to the short study durations. By analyzing rich datasets collected from semi-structured interviews with nine EFL teachers working at the tertiary level, we were able to outline their emotional changes and coping strategies for emotional regulation throughout the span of two years, from the beginning to the end of the mandatory online teaching period. It was found that, in general, the participants’ changes in emotions can be illustrated with a wave curve, which is divided into five phases with quite distinctive characteristics. The findings also highlighted the complexity and changeability of teachers’ emotional experiences, as well as the five major coping strategies utilized by the teachers to enhance their emotional well-being. Finally, several recommendations applicable for both teachers and stakeholders in future crises are proposed.

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Section: Teachers' Emotions and Online Educationmentioning

confidence: 99%

Section: Teachers' Emotions and Online Educationmentioning

confidence: 99%

Section: Teachers' Emotional Changes During the Covid-19 Pandemicmentioning

confidence: 99%

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

Section: Teachers' Coping Strategiesmentioning

confidence: 99%

See 3 more Smart Citations

EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies

Nguyen¹,

Pham²

2023

TESL-EJ

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Vietnamese university teacher mothers’ juggling roles when teaching online

Phan,

Pham,

Pham

2024

PRACTICE

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Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management

Phan

Pham

2023

Policy Futures in Education

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Teaching is often described as one of the most emotion-laden professions. In times of the COVID-19 pandemic, the conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Studying emotion from a poststructuralist lens, this study examines the emotional experiences of 10 language teachers in a university in Vietnam and their responses to the new teaching platforms. Analysis of the in-depth semi-structured interviews shows that the pedagogically and technologically distinctive features of online teaching aroused unique challenges for and emotions of the teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation which we term as in-the-moment and out-of-class emotion regulation. The study highlights the need for acknowledgment and support for teachers in terms of resources, policy and management of institutions in the “new normal situation,” while displaying teachers’ self-reliance and emotional self-regulation. The article calls for attention to teachers emotion as an integral dimension of the profession, regardless of the physical or virtual setting of the classroom.

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Whilst COVID-19: The Educational Migration to Online Platforms and Lessons Learned

Cited by 5 publications

References 9 publications

EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies

EFL Teachers’ Emotions at Online Teaching throughout the COVID-19 Pandemic: Changes and Coping Strategies

Vietnamese university teacher mothers’ juggling roles when teaching online

Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management

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