Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel

Amidst COVID-19, teacher education has shifted to online learning. Although much is known about digital inequity in routine times, little is known about it under constrained conditions, particularly among women of minority groups. The study's goal was to explore the online-learning challenges e...

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Detalles Bibliográficos
Autores principales: Frei-Landau, Rivi, Avidov-Ungar, Orit
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier Ltd. 2022
Materias:
Research Paper
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9758423/
https://www.ncbi.nlm.nih.gov/pubmed/36567702
http://dx.doi.org/10.1016/j.tate.2021.103623
Descripción
Sumario:Amidst COVID-19, teacher education has shifted to online learning. Although much is known about digital inequity in routine times, little is known about it under constrained conditions, particularly among women of minority groups. The study's goal was to explore the online-learning challenges encountered by (minority) Bedouin female preservice teachers (n = 41) compared to those encountered by (majority) Jewish counterparts (n = 60). Data from reflections (N = 101), focus groups (2), and (68) interviews underwent qualitative-constructivist content analysis. Group comparisons revealed socioculturally-based differential learning pathways, leading to educational inequities. We discuss possible ways to ensure equitable online teacher education using the “digital divide” perspective.

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