This paper attempts to understand the effect of the COVID-19 pandemic on teachers’ preparedness and professionalism to adopt technology in classrooms.
Authors
Shekhar Tokas, Dr. B.R. Ambedkar University, Delhi, India.
Anand Sharma, Associate Professor, Jindal Global Business School, O.P. Jindal Global University, Sonipat, Haryana, India.
Bhawna Tomar, Shree Guru Gobind Singh Tricentenary University, Haryana, India.
Summary
The COVID-19 pandemic caused a sudden shift to online teaching in almost all countries of the world. This paper examines the preparedness and professionalism of teachers for online teaching at a university in India during Lockdown-1 (April 2020) and Lockdown-2 (May 2021).
The paper attempts to understand the effect of the COVID-19 pandemic on teachers’ preparedness and professionalism to adopt technology in classrooms. The data was collected through the semi-structured interviews of 12 teachers in April 2020 and May 2021. Online observation of teachers was also carried out to understand the preparedness and professionalism of teachers.
The findings suggest that most teachers were not prepared for this rapid transition to an online mode of teaching both at the personal and contextual level. The paper finds a considerable improvement in the preparedness and professionalism of teachers after a year of online teaching. The results also highlight that universities need to devote a significant amount of resources for creating an enabling environment for effective online teaching.
Published in: AIP Conference Proceedings
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