ABSTRACT

The recent special issue of JET showed narratives of schools shifting to emergency online teaching centred on coping strategies and struggling with online tools. Even where the sense of emergency helped to overcome long-standing resistance to pedagogical change, the emphasis remained on ‘coping’ and the exposing of unmet need for teachers to be able to adapt from traditional classroom pedagogies. The sense of being unprepared was echoed in the sense of ‘struggling’ in Ontario and teachers in Brazil where ‘83.4%, feel little or not prepared at all to teach remotely’. In contrast, one response to a hastily added question in our annual survey of early career teachers showed a much more positive response which we feel merits further investigation using qualitative methods.

摘要

JET最近的一期特刊显示，学校的叙事转向以应对策略为中心并努力使用在线工具的紧急在线教学。即使在紧急情况的帮助下克服了长期以来对教学改革的抵制，重点仍然放在“应对”上，并且暴露了教师能够适应传统课堂教学的未满足需求。安大略省和巴西的教师在“苦苦挣扎”的感觉中回荡了未准备的感觉，那里“有83.4％的人感到很少或根本没有准备好远程教学”。相比之下，在我们对早期职业教师的年度调查中，对一个匆忙添加的问题的回答显示出更为积极的回答，我们认为有必要使用定性方法进行进一步调查。