Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology during the COVID-19 Pandemic

Autor/in	Chandras, Jessica
Titel	Remote Reorientations: Teach for India Fellow Perceptions of Pedagogy and Technology during the COVID-19 Pandemic
Quelle	In: Contemporary Education Dialogue, 20 (2023) 1, S.91-119 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandras, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/09731849221148518
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Educational Technology; Online Courses; Distance Education; Barriers; Affordances; Access to Education; At Risk Students; Fellowships; Teacher Attitudes; Social Class; Socioeconomic Influences; Social Justice; Nongovernmental Organizations; India + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Fellowship; Stipendium; Lehrerverhalten; Social classes; Soziale Klasse; Sozioökonomischer Faktor; Soziale Gerechtigkeit; Indien
Abstract	In March 2020, when the COVID-19 pandemic forced schools to close, students from marginalised communities across the world were disproportionately impacted in terms of educational access, opportunities and outcomes. This article explores reorientations to technology for online remote instruction from the perspective of educators delivering instruction with the educational non-profit organisation Teach for India (TFI) in Pune, a city in the western Indian state of Maharashtra. From qualitative ethnographic interviews with TFI fellows and programme managers to online classroom observations from April 2020 until October 2021, this article illustrates successes and challenges in online instruction during the COVID-19 pandemic, which facilitated both teaching innovations and made apparent cleavages in access to education among marginalised students and their families. Ultimately, TFI's short-term fellowship model provided novice instructors with a unique window of opportunity during the COVID-19 pandemic to integrate technology into pedagogy in novel ways. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01