ABSTRACT

In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

摘要

在很短的时间内，为了应对 Covid-19 大流行，全球的中学教育转变为在线学习和教学。本研究旨在确定中等教育中的教师概况，以更好地了解个人和机构对过渡到在线教学的准备程度的看法。为此，当前的研究根据教师的 TPACK 自我效能信念、在线状态和感知到的在线教学机构支持对教师进行分组。迄今为止，已从教师处收集数据（N= 222) 来自 20 个国家。将数据提交给潜在配置文件分析以识别准备配置文件。当前研究的附加价值在于个人和机构准备情况以及数据集的独特性的综合观点。它提供了大规模的国际视野和广泛的可能经验。调查结果告知教育机构如何个性化和支持向在线教学的过渡。