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AUTHOR(S) Grace Keengwe; Ariri Onchwari
AUTHOR(S) Tashi Phuntsho
AUTHOR(S) Hannah De Laet; Yanni Verhavert; Kristine De Martelaer (et al.)
Due to the COVID-19 pandemic, schools were closed, teachers had to teach from home and after a while, they had to return to the classroom while the pandemic was still on-going. Even before the pandemic, teachers were already more at risk for burn-out syndrome compared to the general population. Furthermore, not much research pertaining to this population has been carried out during the pandemic and so the impact of the pandemic on teachers' risk of burn-out syndrome and recovery need remains unclear. The aim of the current study was to fill this knowledge gap and map out the impact on risk of burn-out syndrome and recovery need at different time points during the pandemic. At baseline, 2,167 secondary school teachers in Flanders were included in this prospective study. Questionnaire data were obtained at ten different time points between September 2019 and August 2021.
AUTHOR(S) Ahmed Hassan Hemdan Mohamed; Samah Abd Al Fatah; Mohamed Marzouk
AUTHOR(S) Sri Nani Rezeki Siburian; Yogi Saputra Mahmud
The COVID-19 pandemic has impacted almost all aspects of life, including education. This unprecedented shift to online learning has forced schools to implement distance learning through online-based learning. To keep the students engaged and motivated through online learning, many teachers changed their learning method from traditional learning to game-based learning (GBL) by incorporating games into learning. This study investigated primary school teachers' perceptions of game-based learning advantages and challenges in Science Learning on online learning during the COVID-19 pandemic. The data were collected through observation and semi-structured interviews of five primary school teachers and analyzed using thematic analysis of qualitative data. The results revealed that the teachers found a positive association between GBL and students' performance. GBL is a learning media that could engage students' participation and learning motivation in class. However, some teachers were also concerned about the declines in students' grades and several obstacles teachers encountered while implementing GBL. Some recommendations for future research and practice are proposed in the current study.
AUTHOR(S) Marzenna Magda-Adamowicz
AUTHOR(S) Michal Nissim; Orly Ido; Yasser Sanduka (et al.)
AUTHOR(S) Annalisa Soncini; Francesca Floris; Maria Cristina Matteucci
AUTHOR(S) Maria Tatarkova; Romana Ulbrichtova; Viera Svihrova (et al.)
AUTHOR(S) Youcef Benamor; Amina Assila Adil
AUTHOR(S) Perawati Patiung; Marwati Abdul Malik; Jaka Warsihna
The purpose of this study was to determine whether there is a relationship between the teacher's ICT ability and parental tutoring on students' learning motivation at SDN Gugus Batupapan, Tana Toraja Regency. This research was conducted on teachers of highgrade students, namely grades 4.5 and 6 at SDN Gugus Batupapan. The population of high-class students at SDN Gugus Batupapan is 587 students. In this study, the Yamane or Slovin formula was used to determine the sample size for students, namely by using probability sampling technique with random sampling so that a total sample of 247 students was obtained. While the population of the number of teachers as many as 24 teachers. The method used in this study to see the causal relationship of an independent variable (X) to a certain variable (Y) is to use the ex-post facto research method with the type of correlation research. This study used two types of analysis, namely descriptive statistical analysis and inferential statistical analysis on SPSS 24. Based on the statistical analysis of the teacher's ICT ability variable, the highest score was 105.00 and the lowest score was 74.00. The results of the analysis show that the mean is 88.3333, the median is 89.000, the mode is 89.00 and the standard deviation is 8.41152. Analysis of the variable data on parenting tutoring data obtained the highest score of 108.00 and the lowest score of 55.00.
AUTHOR(S) Amanda L. Mollet; Lisa E. Wolf-Wendel
AUTHOR(S) Erin F. Jones; Vini Singh; Calliope Holingue (et al.)
AUTHOR(S) Inon Schenker
A new social contract for education in the Asia-Pacific region paves the way for building fairer and strengthened education systems in the post-COVID-19 era. It will repair inequalities, while transformingthe future, rebuild relationships with each other, with the planet and with technology and support full realization of all the inter-connected Sustainable Development Goals (SDGs) (UNESCO, 2022). In this new social contract, schools must continue to play a vital role in enhancing health, nutrition andthe well-being of learners, teachers and the community. School Health and Nutrition (SHN) programmesthat address the health, nutrition and well-being of learners and teachers are not only essential for maximizing every child’s life expectancy and potential as a learner; they are cost effective, with benefitsacross multiple sectors and they are a sound economic investment (Oliveira de FPSL et al., 2020).
AUTHOR(S) Lay Cheng Tan
The UNESCO Asia and Pacific Regional Bureau for Education (UNESCO Bangkok), in partnership with the UNICEF Regional Office for South Asia (ROSA), the UNICEF East Asia and Pacific Regional Office (EAPRO)and the Ministry of Education of Thailand, will convene the 2nd Asia-Pacific Regional Education Ministers’ Conference (APREMC-II) in June 2022 to reflect on how education systems can be strengthened and transformed to become more equitable, inclusive, responsive, relevant and resilient to better deliver on the Sustainable Development Goal (SDG) 4 commitments. This background paper has been commissioned by UNESCO Bangkok and the convening partners to facilitate discussions on teacher education and professional development at the primary and secondary education levels. The participating Member States will deliberate priorities and plans for teachers in their post-COVID-19 learning recovery and reconstruction efforts during the conference. Drawing on existing studies and reports, the paper focuses on the following issues in the Asia-Pacific region: 1) Overview of the teaching profession and the impact of the learning crisis and COVID-19pandemic on teachers; 2) Promising policies and practices to strengthen teachers’ competencies and performance for thepost-COVID-19 learning recovery and reform; 3) Teacher competencies required for learning recovery (including assessment of learning levels,identification of learning loss and recuperation), addressing the learning crisis, teaching in digital and hybrid environments, optimizing governance and leadership and enhancing teachers’ well-being; and; 4) Recommendations for preparing and supporting teachers for learning recovery, addressing the learning crisis and for education in the new normal and for the future.
UNICEF Innocenti's Children and COVID-19 Library is a database collecting research from around the world on COVID-19 and its impacts on children and adolescents.
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