The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity
With the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE univ...
محفوظ في:
| المؤلف الرئيسي: | |
|---|---|
| التنسيق: | article |
| منشور في: |
2022
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| الموضوعات: | |
| الوصول للمادة أونلاين: | https://hdl.handle.net/11073/25955 |
| الوسوم: |
إضافة وسم
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| _version_ | 1864513444598775808 |
|---|---|
| author | El-Soussi, Amira |
| author_facet | El-Soussi, Amira |
| author_role | author |
| dc.creator.none.fl_str_mv | El-Soussi, Amira |
| dc.date.none.fl_str_mv | 2022-02 2025-03-26T09:14:10Z 2025-03-26T09:14:10Z |
| dc.format.none.fl_str_mv | application/pdf |
| dc.identifier.none.fl_str_mv | Amira El-Soussi, The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity, International Journal of Educational Research Open, Volume 3, 2022, 100139, ISSN 2666-3740, https://doi.org/10.1016/j.ijedro.2022.100139. 2666-3740 https://hdl.handle.net/11073/25955 10.1016/j.ijedro.2022.100139 |
| dc.language.none.fl_str_mv | en_US |
| dc.publisher.none.fl_str_mv | Elsevier |
| dc.relation.none.fl_str_mv | https://doi.org/10.1016/j.ijedro.2022.100139 |
| dc.subject.none.fl_str_mv | Professional identity Online teaching Teaching beliefs Online roles Covid-19 emergency shift |
| dc.title.none.fl_str_mv | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| dc.type.none.fl_str_mv | Peer-Reviewed Published version info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | With the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE universities, aiming to incorporate teachers' voices and practices in the research process. Findings showed teachers' professional identity underwent some phases of instability as tensions arose between the way they viewed themselves, their beliefs, and their practices in the online environment. Teachers experienced changes related to their pedagogical, managerial, and social roles and practices. |
| format | article |
| id | aus_060dc76abe4be92763cca89bfa4c47de |
| identifier_str_mv | Amira El-Soussi, The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity, International Journal of Educational Research Open, Volume 3, 2022, 100139, ISSN 2666-3740, https://doi.org/10.1016/j.ijedro.2022.100139. 2666-3740 10.1016/j.ijedro.2022.100139 |
| language_invalid_str_mv | en_US |
| network_acronym_str | aus |
| network_name_str | aus |
| oai_identifier_str | oai:repository.aus.edu:11073/25955 |
| publishDate | 2022 |
| publisher.none.fl_str_mv | Elsevier |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identityEl-Soussi, AmiraProfessional identityOnline teachingTeaching beliefsOnline rolesCovid-19 emergency shiftWith the COVID-19 emergency shift to online teaching, it is timely to investigate the impact of online teaching on teachers’ professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE universities, aiming to incorporate teachers' voices and practices in the research process. Findings showed teachers' professional identity underwent some phases of instability as tensions arose between the way they viewed themselves, their beliefs, and their practices in the online environment. Teachers experienced changes related to their pedagogical, managerial, and social roles and practices.Elsevier2025-03-26T09:14:10Z2025-03-26T09:14:10Z2022-02Peer-ReviewedPublished versioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfAmira El-Soussi, The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty's professional identity, International Journal of Educational Research Open, Volume 3, 2022, 100139, ISSN 2666-3740, https://doi.org/10.1016/j.ijedro.2022.100139.2666-3740https://hdl.handle.net/11073/2595510.1016/j.ijedro.2022.100139en_UShttps://doi.org/10.1016/j.ijedro.2022.100139oai:repository.aus.edu:11073/259552025-03-26T15:56:49Z |
| spellingShingle | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity El-Soussi, Amira Professional identity Online teaching Teaching beliefs Online roles Covid-19 emergency shift |
| status_str | publishedVersion |
| title | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| title_full | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| title_fullStr | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| title_full_unstemmed | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| title_short | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| title_sort | The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity |
| topic | Professional identity Online teaching Teaching beliefs Online roles Covid-19 emergency shift |
| url | https://hdl.handle.net/11073/25955 |