Czech University Language Teachers' Perspectives on the 2020 Pandemic

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F21%3A73610406" target="_blank" >RIV/61989592:15410/21:73610406 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.europeanproceedings.com/article/10.15405/epiceepsy.21101.10" target="_blank" >https://www.europeanproceedings.com/article/10.15405/epiceepsy.21101.10</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15405/epiceepsy.21101.10" target="_blank" >10.15405/epiceepsy.21101.10</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech University Language Teachers' Perspectives on the 2020 Pandemic

Popis výsledku v původním jazyce

Following the WHO’s declaration of a global pandemic in March 2020, the Czech Republic applied social distancing and a lockdown which has had a serious impact on students and educators alike. Although distance and blended learning are modes well established and commonly used in the country, it can be assumed that the hasty shift online caught university teachers off guard, confronting them with challenges but also opportunities for professional development. We investigated covid-related changes as perceived by university language teachers. The research sample consisted of 70 randomly chosen teachers who work at departments of education at 9 Czech universities and teach languages to future teachers of various specializations. The online questionnaire survey was conducted over March 2021, one year after the introduction of the country-wide safety measures, allowing thus respondents to reflect on the whole year and verbalize their overall experience. Apart from a more general Preferences section, the questionnaire comprised 34 Likert-scale items that covered three key areas: Course, Lesson, and Support. Prior to interpreting the data, the reliability of the research tool was determined (r = 0.73), with none of its items fundamentally reducing its overall reliability. Using Kruskal-Wallis ANOVA and U test, responses were analyzed with respect to university affiliation, sex, and years of teaching experience. Each area of interest brought statistically significant differences and similarities among groups of respondents. The findings complement a broader body of research that has been conducted across the globe to address the impacts of the pandemic on both teachers and learners.

Název v anglickém jazyce

Czech University Language Teachers' Perspectives on the 2020 Pandemic

Popis výsledku anglicky

Following the WHO’s declaration of a global pandemic in March 2020, the Czech Republic applied social distancing and a lockdown which has had a serious impact on students and educators alike. Although distance and blended learning are modes well established and commonly used in the country, it can be assumed that the hasty shift online caught university teachers off guard, confronting them with challenges but also opportunities for professional development. We investigated covid-related changes as perceived by university language teachers. The research sample consisted of 70 randomly chosen teachers who work at departments of education at 9 Czech universities and teach languages to future teachers of various specializations. The online questionnaire survey was conducted over March 2021, one year after the introduction of the country-wide safety measures, allowing thus respondents to reflect on the whole year and verbalize their overall experience. Apart from a more general Preferences section, the questionnaire comprised 34 Likert-scale items that covered three key areas: Course, Lesson, and Support. Prior to interpreting the data, the reliability of the research tool was determined (r = 0.73), with none of its items fundamentally reducing its overall reliability. Using Kruskal-Wallis ANOVA and U test, responses were analyzed with respect to university affiliation, sex, and years of teaching experience. Each area of interest brought statistically significant differences and similarities among groups of respondents. The findings complement a broader body of research that has been conducted across the globe to address the impacts of the pandemic on both teachers and learners.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the 12th International Conference on Education and Educational Psychology (ICEEPSY 2021)

ISBN

978-1-80296-953-5

ISSN

2672-8141

e-ISSN

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Počet stran výsledku

13

Strana od-do

107-119

Název nakladatele

European Publisher

Místo vydání

Neuveden

Místo konání akce

Online Conference, SPAIN

Datum konání akce

6. 10. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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