Assessment of Language and Literacy Teachers’ Distance Teaching in COVID-19 Lockdown Time

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F21%3A00123041" target="_blank" >RIV/00216224:14230/21:00123041 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2021.762732/full" target="_blank" >https://www.frontiersin.org/articles/10.3389/fpsyg.2021.762732/full</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3389/fpsyg.2021.762732" target="_blank" >10.3389/fpsyg.2021.762732</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Assessment of Language and Literacy Teachers’ Distance Teaching in COVID-19 Lockdown Time

Popis výsledku v původním jazyce

The COVID-19 pandemic has significant influences globally. For preventing the further epidemic spreading, nationwide regulations were adopted in many countries, one of which was traditional face-to-face teaching activities shifted to distance education model. Both teachers and students faced a great challenge in teaching and learning. For children at the early learning stage, support from language and literacy teachers is not only significantly important for language development but also deeply influences their further interactions with family, school, community. However, little has been known about the preparation, difficulties and needs in digital distance education from the perspective of language and literacy teachers. As the first COVID-19 outbursting place, Wuhanese adopted the lockdown regulation in a short time. Thus, teachers in Wuhan faced the rapid teaching model shifting at the beginning of COVID-19 outbreaking in China. Their digital teaching experiences provided valuable information for the national-ranged educators in China and the global teachers. The current study was aimed to develop an instrument to assess language and literacy tearchers' distance teaching and we examined the psychometric properties in the sample of teachers in Wuhan. The results suggested three dimensions: teaching expertise, teacher-perceived learning motivation, and teacher-student connectedness. Especially, the first two dimensions were critically important from the perspective of measurement internal consistency. This research brings insights to the assessment and related improvements of language and literacy teachers' digital distance teaching.

Název v anglickém jazyce

Assessment of Language and Literacy Teachers’ Distance Teaching in COVID-19 Lockdown Time

Popis výsledku anglicky

The COVID-19 pandemic has significant influences globally. For preventing the further epidemic spreading, nationwide regulations were adopted in many countries, one of which was traditional face-to-face teaching activities shifted to distance education model. Both teachers and students faced a great challenge in teaching and learning. For children at the early learning stage, support from language and literacy teachers is not only significantly important for language development but also deeply influences their further interactions with family, school, community. However, little has been known about the preparation, difficulties and needs in digital distance education from the perspective of language and literacy teachers. As the first COVID-19 outbursting place, Wuhanese adopted the lockdown regulation in a short time. Thus, teachers in Wuhan faced the rapid teaching model shifting at the beginning of COVID-19 outbreaking in China. Their digital teaching experiences provided valuable information for the national-ranged educators in China and the global teachers. The current study was aimed to develop an instrument to assess language and literacy tearchers' distance teaching and we examined the psychometric properties in the sample of teachers in Wuhan. The results suggested three dimensions: teaching expertise, teacher-perceived learning motivation, and teacher-student connectedness. Especially, the first two dimensions were critically important from the perspective of measurement internal consistency. This research brings insights to the assessment and related improvements of language and literacy teachers' digital distance teaching.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Frontiers in Psychology

ISSN

1664-1078

e-ISSN

—

Svazek periodika

12

Číslo periodika v rámci svazku

November

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

5

Strana od-do

1-5

Kód UT WoS článku

000729971500001

EID výsledku v databázi Scopus

2-s2.0-85121348693