Stevens T M, den Brok P J, Noroozi O, Biemans H J A
Eindhoven School of Education (ESoE), Eindhoven University of Technology (TU/E), Eindhoven, The Netherlands.
Education and Learning Sciences (ELS) Group, Wageningen University and Research, Wageningen, The Netherlands.
Learn Environ Res. 2023 Mar 16:1-26. doi: 10.1007/s10984-023-09458-w.
During the COVID-19 pandemic, teachers were forced to move their teaching completely online. While some seized the opportunity to learn and innovate, others experienced difficulties. This study provides insights into the differences between university teachers during the COVID-19 crisis. A survey among university teachers (N = 283) was conducted to investigate their attitudes towards online teaching, beliefs about students' learning, level of stress experienced, self-efficacy and beliefs about their own professional development. Employing a hierarchical cluster analysis, four distinct teacher profiles were found. Profile 1 was critical but eager; Profile 2 was positive but stressed; Profile 3 was critical and reluctant; Profile 4 was optimistic and easy-going. The profiles differed significantly in their use and perception of support. We suggest that teacher education research should carefully consider sampling procedures or take a person-centred research approach and that universities should develop targeted forms of teacher communication, support and policy.
在新冠疫情期间，教师们被迫将教学完全转移到线上。虽然一些教师抓住机会学习和创新，但另一些教师却遇到了困难。本研究深入探讨了新冠疫情危机期间大学教师之间的差异。对283名大学教师进行了一项调查，以了解他们对在线教学的态度、对学生学习的看法、所经历的压力水平、自我效能感以及对自身专业发展的看法。采用分层聚类分析方法，发现了四种不同的教师类型。类型1是批判性但积极的；类型2是积极但有压力的；类型3是批判性且不情愿的；类型4是乐观且随和的。这些类型在对支持的使用和认知方面存在显著差异。我们建议教师教育研究应仔细考虑抽样程序或采用以人为本的研究方法，并且大学应制定有针对性的教师沟通、支持和政策形式。
