'Virtually Pen Green': Developing a Synchronous Teaching Response for Adult Learners Studying Early Childhood Degree Programmes during COVID-19

Autor/inn/en	Clare, Sandra; Clark, Kat
Titel	'Virtually Pen Green': Developing a Synchronous Teaching Response for Adult Learners Studying Early Childhood Degree Programmes during COVID-19
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 5, S.672-685 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clare, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.2016882
Schlagwörter	Synchronous Communication; Adult Students; Early Childhood Education; COVID-19; Pandemics; Curriculum Development; Web Based Instruction; Distance Education; Females; Undergraduate Students; Foreign Countries; Social Behavior; Self Concept; Teacher Student Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Web Based Training; Distance study; Distance learning; Fernunterricht; Weibliches Geschlecht; Ausland; Social behaviour; Soziales Verhalten; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Großbritannien
Abstract	This article explores an idea the researchers are calling Andragogical Isomorphism. The idea being that adults who are motivated to learn become academic when in non-linear relationships with other learners and their tutors. When all are able to be curious, vulnerable and confident shifts in academic capabilities occur. The global pandemic COVID-19 in 2020 brought with it exceptional challenges in education across the globe. Adaptations to teach virtually were expected almost immediately, educators needed to facilitate learning experiences in an unfamiliar, virtual world with little or no previous training. Research was conducted to gather feedback to capture how the recreation of face-to-face teaching online impacted female, undergraduate early years students. The researchers spent time reflecting on the principles that underpin their practice of working with mature learners. Essential elements of social constructivism alongside the critical nature of highly effective andragogical practice and the importance of practice wisdom/life experiences are explored. The benefits of reflection and gaining academic recognition are considered, as are the implications of these within the sector. The results suggest a principled synchronous teaching approach that attends to emotional and cognitive needs, could lead to internalising an altered sense of self in academia -- Andragogical Isomorphism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01