Graduate School Faculty Teaching Performance Before, during and after Pandemic in a Catholic School

Autor/in	Bueno, David Cababaro
Titel	Graduate School Faculty Teaching Performance Before, during and after Pandemic in a Catholic School
Quelle	6 (2023), S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bueno, David Cababaro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2619-7820
Schlagwörter	COVID-19; Pandemics; Catholic Schools; Graduate Study; College Faculty; Online Courses; Barriers; Educational Technology; Faculty Development; Student Centered Learning; Teacher Collaboration; Creativity; Foreign Countries; Teacher Effectiveness; Philippines + Suchen Sie Ihr Suchwort? Katholische Schule; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fakultät; Online course; Online-Kurs; Unterrichtsmedien; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerkooperation; Kreativität; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Philippinen
Abstract	The COVID-19 pandemic has significantly impacted higher education institutions worldwide, particularly Catholic schools offering graduate programs. The pandemic substantially impacted faculty teaching performance at a Catholic graduate school. Many faculty members cited difficulties transitioning to online instruction. Providing continuing support and training for online teaching, nurturing a culture of collaboration and innovation among faculty members, and emphasizing student-centered approaches can all help improve faculty teaching performance in Catholic graduate schools. More research is needed to study the long-term impacts of the epidemic on faculty teaching performance and to discover effective techniques for assisting faculty members in transitioning to online teaching. Future research should look into the impact of other factors, such as curriculum revisions or teaching styles, on faculty teaching performance in the Catholic graduate school. Overall, the study emphasizes the necessity of assisting faculty members in adapting to the obstacles of online teaching and fostering a culture of collaboration and creativity in Catholic graduate schools to improve teaching performance. Further research can expand on these findings to inform higher education policy and practice. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01