The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.

COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning

The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.

https://files.eric.ed.gov/fulltext/EJ1285336.pdf

Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review

The research develops a theoretical model that highlights the determinants of adoption of online teaching at the time of the outbreak of COVID 19. Empirical data was gathered from 643 school teachers by means of an online survey. The proposed conceptual framework was investigated empirically by means of confirmatory factor analysis (CFA) and structural equation modelling (SEM). The findings of the study revealed performance expectancy, and facilitating conditions had a positive impact on behavioural intention as well as attitude. However, effort expectancy failed to drive teachers' adoption to online teaching. On the other hand, social influence had insignificant relationship with attitude but significant relationship with behavioural intention. Attitude had a significant impact on behavioural intention as well as actual use. This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during outbreak of a pandemic.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pa.2503

Factors influencing adoption of online teaching by school teachers: A study during COVID-19 pandemic.

This study aims to investigate the relationships between the COVID-19 phobia experienced by school administrators and their work–family conflict, family–work conflict, and life satisfaction. This descriptive research, designed according to the relational survey model, was conducted with the participation of 356 school administrators. The study data were collected through online questionnaires, and then t-test, ANOVA, correlation analysis, and simple linear regression analysis were employed for the statistical analyses. The results revealed that female school administrators experienced greater levels of COVID-19 phobia than their male peers and that COVID-19 phobia is felt more intensely in the psychological and social sub-dimensions. However, female school administrators’ life satisfaction levels were significantly higher than those of male school administrators. In the current study, it was determined that school administrators in the younger age group experienced greater levels of COVID-19 phobia and family–work/work–family conflict than their peers from other age groups. The results of this study revealed a positive and moderate relationship between school administrators’ COVID-19 phobia and their levels of both work–family and family–work conflict. The findings of the study offer significant implications for policy makers in education, showing the importance of developing strategies that will reduce the effects of the pandemic for a more sustainable and efficient employee performance.

Exploring the Interrelationship between COVID-19 Phobia, Work–Family Conflict, Family–Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management

During the COVID-19 pandemic, universities worldwide are going into ?emergency mode??radically transforming education by switching to online and e-learning education In the face of these emergent changes, many academic teachers who are unwilling to use e-learning or who lack the appropriate competences are suddenly being forced to teach via electronic devices and the Internet But how will this COVID-19 forced e-learning influence academic teachers' motivation and performance? In this conceptual paper, drawing from Job Characteristics Theory?a model of human work motivation, we would like to discuss the possible changes in six motivational job characteristics of the academic teacher's job (task identity, task significance, skill variety, feedback, autonomy, social dimensions of the work) caused by COVID-19 forced e-learning Our concise conceptual elaboration might spark a debate on the possible unintended consequences of COVID-19 forced e-learning

https://onlinelibrary.wiley.com/doi/pdf/10.1111/hequ.12314

E-learning? Never again! On the unintended consequences of COVID-19 forced e-learning on academic teacher motivational job characteristics

As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers.

https://www.tandfonline.com/doi/pdf/10.1080/02619768.2020.1809650

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

The paper applies a scoping review of k = 16 empirical studies from nine countries and three continents that aim at an empirical investigation of teachers‘ ICT integration in lesson plans as part of their professional competence. We summarise the results into four sections: conceptualisations, study design, measurement instruments, and key findings of studies. Although most studies predominantly relate their conceptualisations on the TPACK model, they go beyond in addressing ICT integration in lesson plans as a skill, using various measurement instruments. We therefore link key findings of studies to the teacher competence discourse, highlighting ICT integration in lesson plans as a situation-specific skill of teachers, being predicted by teacher knowledge and beliefs and predicting observable teacher performance in class. Moreover, intervention studies inform about the change of ICT integration in lesson plans effected by learning opportunities both in initial teacher education and in teacher professional development. 

ICT integration in teachers’ lesson plans: a scoping review of empirical studies

Befunde der neueren Lehrer(innen)forschung verweisen auf die Bedeutung professioneller Lehrer(innen)kompetenz, insbesondere des professionellen Wissens von Lehrkraften, fur die Unterrichtsqualitat und den Erfolg von schulischen Lernprozessen, allerdings bislang primar fur das Fach Mathematik (z.B. Kunter et al. 2011) oder naturwissenschaftliche Facher (z.B. Lange et al. 2015). Fur den Bereich des basalen Lesen- und Schreibenlernens fehlt (bis auf wenige Ausnahmen wie zum Erstlesen z.B. Bratsch-Hines, Vernon-Feagans, Varghese & Garwood 2017; Carlisle, Correnti, Phelps & Zeng 2009; zum Orthografieerwerb z.B. Corvaco del Toro 2013) grundlegende Forschung zur Bedeutung des professionellen Wissens von Lehrkraften fur die Qualitat des schriftsprachlichen Anfangsunterrichts und den Schrifterwerb der Schuler(innen).

Professionelles Wissen von Lehramtsstudierenden zum basalen Lesen- und Schreibenlernen – ein interdisziplinäres Projekt

Abstract This study suggests a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. Following the discourse on the professional knowledge of teachers, we argue that teachers’ knowledge relevant to support reading and writing at the beginning of primary school education is multidimensional by nature: Teachers need content knowledge (CK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK). Although research on teacher knowledge has made remarkable progress over the last decade, and in particular in domains such as mathematics, relevant empirical research using standardized assessment that would allow in-depth analyses of how teacher knowledge is acquired by pre-service teachers during teacher education and how teacher knowledge influences instructional quality and student learning in early literacy is very scarce. The following research questions are focused on: (1) Can teachers’ professional knowledge for teaching early literacy be conceptualized in terms of CK, PCK, and GPK allowing empirical measurement? (2) How do teachers acquire such knowledge during initial teacher education? (3) Is teachers’ professional knowledge a premise for instructional quality in teaching early literacy to students? We present the conceptualization of teacher knowledge for teaching early literacy in primary schools in Germany as the country of our study and specific measurement instruments recently developed by our research group. Assessment data of 386 pre-service teachers at different teacher education stages is used to analyze our research questions. Findings show (1) construct validity of the standardized tests related to the hypothesized structure, (2) curricular validity related to teacher education, and (3) predictive validity related to instructional quality. Implications for teacher education and the professional development of teachers are discussed. 

/pdf/teachers-professional-knowledge-for-teaching-early-literacy-2nhzbuh6.pdf

Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation

Abstract This article investigates changes in student teachers’ teacher self-efficacy beliefs (SEBs) as part of their competence development during their three-year bachelor’s program and how these changes can be explained through practical learning opportunities. Using two bachelor’s student teacher cohorts who studied during and prior to COVID-19, differences in the development of their competence are analyzed longitudinally over three time points. Unexpectedly, no increase in SEBs was observed; rather, a significant decline was identified, with little practical relevance for the cohort who had studied before and medium practical relevance for the cohort who studied during the pandemic. At the end of their bachelor’s program, students in the cohort who studied before the pandemic reported slightly higher levels of SEBs than those who had to study during the pandemic. A path model indicates that studying during the pandemic negatively impacted both practical learning opportunities and changes in student teachers’ SEBs, whereas practical learning opportunities positively impacted SEBs changes. The findings’ implications for practical learning opportunities in initial teacher education are discussed. 

/pdf/practical-learning-opportunities-and-changes-in-teachers-1r156vyz.pdf

Practical learning opportunities and changes in teachers’ self-efficacy beliefs: Does the development of bachelor student teachers’ competence differ before and during COVID-19?

Daniela Jäger-Biela

Papers

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

ICT integration in teachers’ lesson plans: a scoping review of empirical studies

Professionelles Wissen von Lehramtsstudierenden zum basalen Lesen- und Schreibenlernen – ein interdisziplinäres Projekt

Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation

Practical learning opportunities and changes in teachers’ self-efficacy beliefs: Does the development of bachelor student teachers’ competence differ before and during COVID-19?