Teacher Educators' Simplex System in Navigating the Process of Responding to Disruptive Education -- A Case from Qatar

Autor/inn/en	Al-Thani, Hessa; Chaaban, Youmen; Du, Xiangyun
Titel	Teacher Educators' Simplex System in Navigating the Process of Responding to Disruptive Education -- A Case from Qatar
Quelle	In: Research in Post-Compulsory Education, 27 (2022) 2, S.242-266 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaaban, Youmen) ORCID (Du, Xiangyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2022.2042907
Schlagwörter	Foreign Countries; Teacher Educators; Coping; COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Teacher Attitudes; Emotional Response; Beliefs; Interpersonal Relationship; Educational Policy; Experience; Barriers; Psychological Patterns; Computer Mediated Communication; Qatar + Suchen Sie Ihr Suchwort? Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bewältigung; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Lehrerverhalten; Emotionales Verhalten; Belief; Glaube; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Politics of education; Bildungspolitik; Erfahrung; Computerkonferenz; Katar
Abstract	The study explored teacher educators' experiences in navigating the process of responding to disruptive education due to the COVID 19 pandemic. From a complexity theory lens, the concept of simplex system was used to examine three teacher educators' narratives on their teaching experiences prior to, during and post pandemic, as they responded to institutional top-down policy mandating the emergency shift from face-to-face to full-scale synchronised online teaching. Findings of the study suggested that the teacher educators all struggled within the intrapersonal space, consisting of beliefs, motivation, efficacy and emotions during the emergent transition to full-scale online teaching, while they also experienced change of interpersonal relationships with students and colleagues. The study also revealed variations in their individual coping strategies for self-organisation in response to the emergent policy change, utilising their individual sources and prior experiences. The study called for the need to better understand teacher educators' simplex system at both the individual level and institutional level. Further, it was highly recommended that teacher educators become actively involved in the policy making process and communications; in order to enhance their understanding of complex situations and support their agentic actions in accomplishing their goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01