The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity

With the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE univ...

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Detalles Bibliográficos
Autor principal: El-Soussi, Amira
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Author(s). Published by Elsevier Ltd. 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8871593/
https://www.ncbi.nlm.nih.gov/pubmed/35233543
http://dx.doi.org/10.1016/j.ijedro.2022.100139
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author_facet El-Soussi, Amira
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description With the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE universities, aiming to incorporate teachers' voices and practices in the research process. Findings showed teachers' professional identity underwent some phases of instability as tensions arose between the way they viewed themselves, their beliefs, and their practices in the online environment. Teachers experienced changes related to their pedagogical, managerial, and social roles and practices.
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spelling pubmed-88715932022-02-25 The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity El-Soussi, Amira Int J Educ Res Open Article With the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE universities, aiming to incorporate teachers' voices and practices in the research process. Findings showed teachers' professional identity underwent some phases of instability as tensions arose between the way they viewed themselves, their beliefs, and their practices in the online environment. Teachers experienced changes related to their pedagogical, managerial, and social roles and practices. The Author(s). Published by Elsevier Ltd. 2022 2022-02-24 /pmc/articles/PMC8871593/ /pubmed/35233543 http://dx.doi.org/10.1016/j.ijedro.2022.100139 Text en © 2022 The Author(s) Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Article
El-Soussi, Amira
The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity
title The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity
title_full The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity
title_fullStr The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity
title_full_unstemmed The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity
title_short The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity
title_sort shift from face-to-face to online teaching due to covid-19: its impact on higher education faculty's professional identity
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8871593/
https://www.ncbi.nlm.nih.gov/pubmed/35233543
http://dx.doi.org/10.1016/j.ijedro.2022.100139
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