| Autor: |
Sajjadllah Alhawsawi, Sabria Salama Jawhar |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
|
| Zdroj: |
Heliyon, Vol 7, Iss 6, Pp e07158- (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2405-8440 |
| DOI: |
10.1016/j.heliyon.2021.e07158 |
| Popis: |
Based on a qualitative semi-structured interview, this paper argues that pedagogical positions can be negotiated and adjusted once a policy is introduced and a safe space for negotiation is created. It is a case study where we cite evidence from a Saudi university that shows the change in teachers' assumptions and, consequently, the negotiation process they had gone through within their institution due to a sudden policy shift. The paper highlights the importance of policies and the surrounding circumstances when it comes to negotiating pedagogical beliefs. This paper challenges the long-established assumption that age and much experience make it difficult for teachers to adapt their face-to-face educational activities to online platforms. We argue that institutional policies play a crucial role in shaping and reshaping teachers' assumptions and practices when the following conditions are met: sound IT infrastructure, technological support, and continuous training. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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