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Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach

The COVID-19 pandemic has impacted higher education (hereinafter “HE”) teaching and learning approaches globally since 2020. It has compelled a major shift from face-to-face to online delivery, affecting the ways HE teachers teach and communicate with students. In this paper, we explore an under-res...

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Autores principales: Murakami, Kyoko, Kondo, Sachihiko, Hong, Jianzhong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9207878/
http://dx.doi.org/10.1007/s42087-022-00292-9
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author Murakami, Kyoko
Kondo, Sachihiko
Hong, Jianzhong
author_facet Murakami, Kyoko
Kondo, Sachihiko
Hong, Jianzhong
author_sort Murakami, Kyoko
collection PubMed
description The COVID-19 pandemic has impacted higher education (hereinafter “HE”) teaching and learning approaches globally since 2020. It has compelled a major shift from face-to-face to online delivery, affecting the ways HE teachers teach and communicate with students. In this paper, we explore an under-researched area, teachers’ ideological dilemmas surrounding online teaching and issues related to remote or technologically mediated communication adopted in three countries, China, Japan and the UK. Drawing on the theoretical and methodological framework of discursive psychology, we focus on the concepts called ideological dilemmas and the kaleidoscope of common sense in order to examine common sense views of HE teachers regarding online and onsite teaching as well as blended learning where these constitute ideological dilemmas. Taking an exploratory, small case study approach, we present a discourse analysis of interviews with HE teachers and reveal their ideological dilemmas over online teaching. We identify the patterns of shifting justifications in the interviews. Our discussion highlights the dynamic and dilemmatic nature of the HE teachers’ views, some of which are shaped by the local university context, as well as the different ways in which the spread of COVID-19 is taking place and the various measures taken by each country’s government against the damaging effects of the pandemic.
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spelling pubmed-92078782022-06-21 Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach Murakami, Kyoko Kondo, Sachihiko Hong, Jianzhong Hu Arenas Arena of Pandemic The COVID-19 pandemic has impacted higher education (hereinafter “HE”) teaching and learning approaches globally since 2020. It has compelled a major shift from face-to-face to online delivery, affecting the ways HE teachers teach and communicate with students. In this paper, we explore an under-researched area, teachers’ ideological dilemmas surrounding online teaching and issues related to remote or technologically mediated communication adopted in three countries, China, Japan and the UK. Drawing on the theoretical and methodological framework of discursive psychology, we focus on the concepts called ideological dilemmas and the kaleidoscope of common sense in order to examine common sense views of HE teachers regarding online and onsite teaching as well as blended learning where these constitute ideological dilemmas. Taking an exploratory, small case study approach, we present a discourse analysis of interviews with HE teachers and reveal their ideological dilemmas over online teaching. We identify the patterns of shifting justifications in the interviews. Our discussion highlights the dynamic and dilemmatic nature of the HE teachers’ views, some of which are shaped by the local university context, as well as the different ways in which the spread of COVID-19 is taking place and the various measures taken by each country’s government against the damaging effects of the pandemic. Springer International Publishing 2022-06-20 /pmc/articles/PMC9207878/ http://dx.doi.org/10.1007/s42087-022-00292-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Arena of Pandemic
Murakami, Kyoko
Kondo, Sachihiko
Hong, Jianzhong
Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach
title Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach
title_full Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach
title_fullStr Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach
title_full_unstemmed Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach
title_short Teachers’ Ideological Dilemmas During the Pandemic at Higher Education Institutions: a Discursive Psychological Approach
title_sort teachers’ ideological dilemmas during the pandemic at higher education institutions: a discursive psychological approach
topic Arena of Pandemic
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9207878/
http://dx.doi.org/10.1007/s42087-022-00292-9
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