The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives
The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives
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COVID-19 大流行是教师教学和技术创新与发展的催化剂：教师的观点
DOI：
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发表时间：
2021
影响因子：
1.7
通讯作者：
Kevin M. Wong
中科院分区：
文献类型：
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作者：
Benjamin Luke Moorhouse;Kevin M. Wong
摘要COVID-19疫情对世界各地的学校产生了深远的影响，许多学校被迫停课。这意味着教师必须找到继续远程教学的方法。远程教学需要具体和扩展的技能和知识，从那些需要在人的课堂。是项两阶段质性主导序贯混合法研究，透过对香港中小学英语教师的调查（N = 73）及跟进访谈（N = 10），共同探讨教师在疫情前对使用数码科技的准备程度，以及他们在疫情期间如何创新及专业发展，以及这一流行病对他们的教学和技术发展产生了什么影响。研究结果表明，COVID-19疫情是教师创新和发展的催化剂。教师们在应对学校关闭和适应新的数字环境的过程中经历了三个阶段的创新。为了支持他们的创新，教师从事学校和教师发起的专业发展。研究结果具有一定的理论意义，提出了一个探讨危机时期创新的模型--“危机应对过程中的创新阶段”。它们也具有实际意义，提供了教师在这一急剧变化时期采用创新的例子。
ABSTRACT The COVID-19 pandemic has had a profound effect on schools around the world with many forced to suspend in-person classes. This has meant teachers have been required to find ways to continue teaching remotely. Remote teaching requires specific and extended skills and knowledge from those required in the in-person classroom. This two-stage qualitative-dominant sequential mixed-method study, using a survey of Hong Kong primary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores teachers’ readiness for using digital technologies before the pandemic, how they have innovated and professionally developed throughout the pandemic, and what impact the pandemic has had on their pedagogical and technological development. The findings indicate that the COVID-19 pandemic has been a catalyst for teacher innovation and development. Teachers went through a three-phase period of innovation as they responded to the school closures and adjusted to the new digital environment. To support their innovation, teachers engaged in both school and teacher-initiated professional development. The findings have theoretical implications, proposing a model to explore innovation during times of crisis, “Phases of Innovation in Response to Crisis Process”. They also have practical implications, providing examples of innovations adopted by teachers during this period of radical change.