Browsing by Subject "Teacher dispositions"

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Open Access
Addressing challenges during emergency remote teaching: exploring the habits of mind of experienced EFL teachers
(2022-06) Şahbaz, Leyla
This present study aimed to investigate the challenges and strategies teachers report during emergency remote teaching and explored what intelligent behaviors and Habits of Mind are evident when teachers explain how they organize and address these challenges. This narrative inquiry study was carried out at a private university in Ankara. All participants in this study were experienced EFL instructors at preparatory school at a private university. Three in-depth unstructured interviews were conducted with participants as the data collection tools. The researcher used the conceptual framework developed by Altan et al. (2019) for analysis to explore the connection between participants’ shared experiences and their dispositions as Habits of Mind. Findings reveal that participants use certain intelligent behaviors associated with Habits of Mind during emergency remote teaching. Given the novelty of remote teaching, institutions may need to identify the professional dispositions that an effective educator needs to have in online environments. Profiling these professional dispositions could reveal an indication of the probability that they may foster their dispositions toward remote teaching.
Open Access
Habits of mind of primary school teachers implementing technology during emergency remote teaching
(2023-06) Tuysuzoglu, Amber Lee
This study used narrative inquiry to analyze how four primary school English teachers described the challenges they faced while teaching remotely during the COVID-19 pandemic and how they handled these challenges, particularly with technology during online instruction. The purpose of this exploration was to identify the ways of thinking or Habits of Mind participants exhibited when dealing with the challenges. Through thematic analysis, participants’ narratives were aligned with intelligent behaviors. The study found that there were seven Habits of Mind commonly used by teachers to address the problems they faced during emergency remote teaching. A conceptual framework was used to link these Habits of Mind to educational theories. Constructivism, self-regulated learning, and incremental learning were among the theories that could be used to explain teachers’ persistence, inquiry, and continuous efforts to learn technology, aself-improvement. The outcomes indicate that these educational theories can be emphasized in teacher education programs to foster constructive and supportive Habits of Mind that will help teachers address and overcome technological challenges.