Investigating VET Teachers' Experiences during and Post COVID
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| Title: | Investigating VET Teachers' Experiences during and Post COVID |
|---|---|
| Language: | English |
| Authors: | Sonal Nakar (ORCID |
| Source: | Policy Futures in Education. 2024 22(8):1748-1770. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Vocational Education, Vocational Education Teachers, Teaching Experience, COVID-19, Pandemics, Outcomes of Education, Educational Practices, Faculty Development, Equal Education, Student Needs, Self Efficacy |
| DOI: | 10.1177/14782103241238489 |
| ISSN: | 1478-2103 |
| Abstract: | Vocational education and training teachers play an integral role in ensuring students, both international and domestic, gain quality learning experiences and positive outcomes. The COVID-19 pandemic caused rapid changes and abruptly shifted vocational education from face-to-face teaching to teaching at a distance. This study aims to investigate vocational education and training teachers' experiences during and post COVID-19. A systematic review and analysis of 26 publications, published between 2019 and 2022 in English-language peer-reviewed journals, revealed areas that were underexamined and warranted deeper exploration, including the impacts on pedagogy and recognition of the precarity under which many vocational teachers work. Such challenges impact students and teachers economically and mentally. Investigation of teacher experiences can aid management and policymakers to respond to the uncertainties of the post-pandemic world as it provides us with critical moments to rethink the management of professional development and support for teachers to be able to provide equitable opportunities to students' differentiated needs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446215 |
| Database: | ERIC |
| Abstract: | Vocational education and training teachers play an integral role in ensuring students, both international and domestic, gain quality learning experiences and positive outcomes. The COVID-19 pandemic caused rapid changes and abruptly shifted vocational education from face-to-face teaching to teaching at a distance. This study aims to investigate vocational education and training teachers' experiences during and post COVID-19. A systematic review and analysis of 26 publications, published between 2019 and 2022 in English-language peer-reviewed journals, revealed areas that were underexamined and warranted deeper exploration, including the impacts on pedagogy and recognition of the precarity under which many vocational teachers work. Such challenges impact students and teachers economically and mentally. Investigation of teacher experiences can aid management and policymakers to respond to the uncertainties of the post-pandemic world as it provides us with critical moments to rethink the management of professional development and support for teachers to be able to provide equitable opportunities to students' differentiated needs. |
|---|---|
| ISSN: | 1478-2103 |
| DOI: | 10.1177/14782103241238489 |
