Phenomenology of the Professional Crisis of the Teacher during the Online Learning

Autor/inn/en	Sadovnikova, Nadezhda; Kotova, Svetlana; Hasanova, Irina; Tserkovnikova, Natalya; Lebedeva, Viktoriya
Titel	Phenomenology of the Professional Crisis of the Teacher during the Online Learning
Quelle	In: World Journal on Educational Technology: Current Issues, 14 (2022) 1, S.16-27 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sadovnikova, Nadezhda) ORCID (Kotova, Svetlana) ORCID (Hasanova, Irina) ORCID (Tserkovnikova, Natalya) ORCID (Lebedeva, Viktoriya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-0348
Schlagwörter	Phenomenology; Online Courses; Comparative Analysis; Personality Traits; Educational Change; Semantics; Teaching Methods; Program Development; College Faculty; Teacher Attitudes; Professional Identity; Foreign Countries; Locus of Control; Females; Secondary School Teachers; Psychological Patterns; Life Satisfaction; Russia + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Online course; Online-Kurs; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Bildungsreform; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Fakultät; Lehrerverhalten; Ausland; Weibliches Geschlecht; Lebensvollendung; Russland
Abstract	The study considers the phenomenology of the professional crisis of the teacher personality in the context of the transition to online learning. Based on the analysis of the results of the theoretical and empirical research involving 170 teachers, it was established that the features of the professional crisis of the teacher personality are the transformation of the value-semantic sphere of the personality and the actualization of reflexive and anticipation processes. The results of the empirical research allowed for the first time to reveal the features of the professional crisis of the teacher in the context of the transition. The experimental group had the life efficiency indicator on the level 47.92 out of 100 points, while the control group -- 69.59 points, which is not a much higher indicator. The results can become an empirical basis for the development of programs of psychological and pedagogical support for teachers experiencing professional crisis situations when implementing online learning programs. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: wjet.editor@gmail.com; Web site: https://www.un-pub.eu/ojs/index.php/wjet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01