Literaturnachweis - Detailanzeige
| Autor/inn/en | Nazari, Mostafa; Seyri, Haniye |
|---|---|
| Titel | COVIDentity: Examining Transitions in Teacher Identity Construction from Personal to Online Classes |
| Quelle | In: European Journal of Teacher Education, 46 (2023) 3, S.397-416 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Nazari, Mostafa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0261-9768 |
| DOI | 10.1080/02619768.2021.1920921 |
| Schlagwörter | COVID-19; Pandemics; Professional Identity; Adjustment (to Environment); Online Courses; Professional Autonomy; Teacher Responsibility; Teacher Education; Psychological Patterns; Technology Uses in Education; Reflection; Web Based Instruction; Foreign Countries; Secondary School Teachers; Teacher Attitudes; Educational Change; Iran |
| Abstract | Despite the substantial growth of research on teacher identity construction in real-life contexts, little is known about teachers' online identities, especially their identity shift from real-life to virtual contexts. The present study aimed to address this gap by examining transitions in six teachers' identity construction from personal to online classes during the COVID-19 pandemic. Data were collected from semi-structured interviews, self-reported practices, and group discussions. Data analyses indicated that the teachers' identity transition was marked by six components: Subject-related instructional variation; tensions such as low agency, greater responsibility, and low professional preparation; emotional labour; conceptual change in becoming technophile teachers; (in)congruities in identity extension; and enhanced reflectivity. The study concludes with implications for teachers and policy-makers in developing various stakeholders' awareness of technology adoption to facilitate the transition towards online instruction. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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