The Impact of the COVID-19 Pandemic on Social Work Instructors: The Case of Israel

Autor/inn/en	Shklarski, Liat; Paz, Yaara; Ray, Kathleen; Latzer, Yael
Titel	The Impact of the COVID-19 Pandemic on Social Work Instructors: The Case of Israel
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 4, S.381-395 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shklarski, Liat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2241969
Schlagwörter	COVID-19; Pandemics; Distance Education; Family Work Relationship; Educational Change; Teaching Methods; Time Management; Social Work; Counselor Training; Instructional Design; Counselor Educators; Teacher Attitudes; College Faculty; Learning Processes; Teacher Student Relationship; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Soziale Arbeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Fakultät; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland
Abstract	The COVID-19 pandemic's impact on people's professional and personal lives is ongoing. The transition to remote teaching has particularly affected social work education due to its experiential methods incorporating a direct experience whereby students "learn by doing." This study examined the impact of the global pandemic and the transition to remote teaching on the emotional and cognitive experiences of 144 social work instructors in Israel. The results indicated that they quickly adapted to remote teaching. Furthermore, the instructors reported a mixed effect of the transition to remote teaching on their work-life balance. This study suggests that institutions should provide their instructors with sufficient time and tools to design remote classes in order to better engage their students in the learning process. The findings provide the foundation for understanding the complexity of remote teaching in the social work profession and offer opportunities to learn from experience. This study suggests that institutions should provide their instructors with sufficient time and tools to design their remote classes in order to better engage their students in the learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01