Capturing the Personal and Pedagogical Experiences of Faculty during Emergency Response Teaching at a Research University in Abu Dhabi

Autor/inn/en	Dalton, David; Hassan, Asli; Mejri, Sami; Omer, Amani
Titel	Capturing the Personal and Pedagogical Experiences of Faculty during Emergency Response Teaching at a Research University in Abu Dhabi
Quelle	In: Journal of Comparative and International Higher Education, 15 (2023) 3, S.36-47 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Teaching Methods; Universities; COVID-19; Pandemics; College Faculty; Teacher Attitudes; Educational Change; Barriers; Psychological Patterns; Futures (of Society); Educational Planning; Foreign Countries; Distance Education; Mental Health; Teacher Student Relationship; Technological Literacy; Pedagogical Content Knowledge; United Arab Emirates + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Fakultät; Lehrerverhalten; Bildungsreform; Future; Society; Zukunft; Bildungsplanung; Ausland; Distance study; Distance learning; Fernunterricht; Psychohygiene; Teacher student relationships; Lehrer-Schüler-Beziehung; Technisches Wissen; Pädagogische Kompetenz; Vereinigte Arabische Emirate
Abstract	The purpose of this qualitative study was to examine the teaching experiences and emotional well-being of faculty at a research university in the United Arab Emirates (UAE). The study took place during Emergency Response Teaching due to the global pandemic and its implications on instruction and learning. A 60-question-line interview questionnaire was disseminated to 400 faculty members during the spring semester of 2020. 26 faculty members (6.5%) completed the interview questionnaire. Results showed evidence of a range of pandemic-related, negative impacts on the faculty's experiences and feelings. Many faculty respondents were challenged and frustrated in terms of being able to respond to a range of issues and themes identified in the study. The discussion focused on the development of preemptive approaches which might be developed for future use should a comparable situation arise. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01