Article Sidebar

Download
PDF
Statistic
Read Counter : 797 Download : 276

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Main Article Content

Abstract

This paper explores the top ten issues and ideas for the future of teaching and learning in the post-pandemic world. The study uses the researcher's informed reflection as a method. The informed reflector role allows the researcher to explore realities from multiple dimensions by scanning existing teaching and learning scholarship. The subjective accounting, the lack of external verification of the thinking, overshadows limitations. The researcher devises phenomenological bracketing to reduce the researcher to a reflector. The researcher acknowledges that there could be other critical issues and ideas than those in this study. Nevertheless, the reflections shared in this study may contribute to the existing stock of all other contemplations, discussions, and debates

Keywords

Teaching and Learning Post-Pandemic World Top Ten Issues Top Ten Ideas

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
David, S. A. (2022). Critical Review on the Future of Teaching and Learning in the Post-Pandemic World: Top Ten Issues and Top Ten Ideas. International Journal of Asian Education, 3(2), 138–147. https://doi.org/10.46966/ijae.v3i2.288
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Alam, A., & Tiwari, P. (2021). Implications of COVID-19 for Low-cost Private Schools. https://www.unicef.org/globalinsight/media/1581/file/UNICEF_Global_Insight_Implications_covid-19_Low-cost_Private_Schools_2021.pdf
  2. Alhashmi, M., Mubin, O., & Baroud, R. (2021). Examining the use of robots as teacher assistants in UAE classrooms: Techer and student perspectives. Journal of Information Technology Education: Research, 20: 245-261. https://doi.org/10.28945/4749
  3. Alspaugh, J.W. (1994). The relationship between school size, student teacher ratio and school efficiency. Gale Academic One File, 114(4). https://go.gale.com/ps/i.do?id=GALE%7CA16138711&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=00131172&p=AONE&sw=w&userGroupName=anon%7E93197578
  4. Al Husseini, A & David, S. A (2017). The Impact of Head Teachers' Instructional Leadership Role on Teachers' Professional Practices in Four Private Schools in Dubai, the UAE, Research Nebula, 6(1), 23-28.
  5. Al Junaibi, N., & David, S.A. (2018). Parental engagement programme and practices: Exploring the perspectives of teachers, parents, and school leaders in four public schools in Abu Dhabi. Doctoral Dissertation, The British University in Dubai.
  6. Al Abbasi, M., & David, S.A., (2021). The impact of continuous professional development on teacher's performance: A case study among teachers in a private school in Dubai. The Globus Journal of Progressive Education A Refereed Research Journal, 11(2), 106-117. https://www.globusedujournal.in/wp-content/uploads/2021/10/GE-JD21-Mona-Al-Abbassi.pdf
  7. An, T., & Oliver, M. (2021). What in the world is educational technology? Rethinking the field from the perspective of the philosophy of technology? Learning, Media, and Technology, 46(1), 6-19. https://doi.org/10.1080/17439884.2020.1810066
  8. Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In Laveault, D., & Allal, L. (Eds.) Assessment for learning: Meeting the challenge of implementation. (pp. 275-292) Springer, Cham. https://doi.org/10.1007/978-3-319-39211-0_16
  9. Bourdieu, P. and Passeron, J.-c. (1990). Reproduction in Education, Society and Culture. Sage, London, second edition.
  10. Castaneda, L., & Williamson, B. (2021). Assembling new toolboxes of methods and theories for innovative critical research on educational technology. Journal of New Approaches in Educational Research, 10(1), 1-14. https://doi.org/10.7821/naer.2021.1.703
  11. CBPP (2021). Tracking the COVID-19 Economy's Effects on Food, Housing, and Employment Hardships. https://www.cbpp.org/research/poverty-and-inequality/tracking-the-covid-19-economys-effects-on-food-housing-and
  12. Chan, C.S.C. (2018). Proposing and illustrating a research informed approach to curriculum development for specific topics in business English. English for Specific Purposes, 52: 27-46. https://doi.org/10.1016/j.esp.2018.07.001
  13. Chew, SL, & Cerbin, W.J. (2020). The cognitive challenges of effective teaching. The Journal of Economic Education. 52(1), 17-40. https://doi.org/10.1080/00220485.2020.1845266
  14. Daraghmeh, H.A.R., & David, S.A. (2017). Benchmarking of Educational Leaders' Technology Utilization: A study of the attitudes of education leaders in using technology in the UAE. Education Research Journal. 7(3), 48-58.
  15. David, S. A. & Wildemeersch, D. (2014). Higher Education Curriculum Restructuring in Times of Globalisation. The Indian Journal of Social Work, 75(4), 555-574.
  16. David, S. A. (2016). Social Responsiveness of Higher Education in India: Embracing or Embarrassing Access, Equity and Social Justice. Rupkatha Journal on Interdisciplinary Studies in Humanities. 8(4), 181-193. https://dx.doi.org/10.21659/rupkatha.v8n4.20
  17. David S A & Motala S (2017). Can BRICS Build Ivory Towers of Excellence? Giving New Meaning to the World Class Universities. Research in Comparative and International Education, 12(4), 512-528. https://doi.org/10.1177/1745499917740652
  18. David, S.A., & Abukari, A. (2020). Perspectives of teachers on the selection and the development of the school leaders in the United Arab Emirates. International Journal of Educational Management. 34(1), 56-69. https://doi.org/10.1108/IJEM-02-2019-0057
  19. David, S.A., & Hill, C. (2020). Curriculum innovation for postgraduate programmes: perspectives of postgraduate learners in the UAE, International Journal of Innovation and Learning. 28(3), 297-316. http://dx.doi.org/10.1504/IJIL.2020.109838
  20. David, S.A., & Hill, C. (2021). Transforming teaching and learning in tertiary education: postgraduate students' perspectives from the UAE. Education + Training, 63(4), 562-578. https://doi.org/10.1108/ET-05-2020-0122
  21. Deloitte (2021). Building the resilient organization: 2021 Deloitte global resilience report. https://www2.deloitte.com/content/dam/insights/articles/US114083_Global-resilience-and-disruption/2021-Resilience-Report.pdf?icid=learn_more_content_click
  22. Du Toit, E. (2012). Constructive feedback as a learning tool to enhance students' self-regulation and performance in higher education. Perspectives in Education, 30(2), 32-40. https://hdl.handle.net/10520/EJC121476
  23. El Alfy, S & David, S. A (2017). Investigating Organizational Justice in Higher Education in UAE International Journal of Management in Education, 11(2), 163-187.
  24. Gesel, S.A., et.al. (2020). A meta-analysis of the impact of professional development on teachers' knowledge, skill, and self-efficacy in data-based decision-making. Journal of Learning disabilities, 54(4), 269-283. https://doi.org/10.1177/0022219420970196
  25. Goodwin, A.L. (2020). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44(1), 5-19. https://doi.org/10.1080/02619768.2020.1833855
  26. Goodwin, A.L., & Low, EL (2021). Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: a comparative analysis, European Journal of Teacher Education, 44(3), 365-382, https://doi.org/10.1080/0031383870310201
  27. Gudmundsdottir, S., & Shulman, L. (1987). Pedagogical Content Knowledge in Social Studies, Scandinavian Journal of Educational Research, 31:2, 59-70, https://doi.org/10.1080/0031383870310201
  28. Hamilton, N., et.al. (2021). Test anxiety and poor sleep: A vicious cycle. International Journal of Behavioural Medicine, 28: 250-258. https://doi.org/10.1007/s12529-021-09973-1
  29. Hansen, M., & Quintero, D. (2017). Scrutinizing equal pay for equal work among teachers. https://www.brookings.edu/research/scrutinizing-equal-pay-for-equal-work-among-teachers/
  30. Higgins, R., Hogg, P., & Robinson, L. (2013). Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience. Radiography, 19(1), 62-66. https://doi.org/10.1016/j.radi.2012.08.006
  31. Hubert, N., et.al. (2013). Stakeholder-led curriculum redesign. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.927.6732&rep=rep1&type=pdf
  32. Jensen, M.T., (2021). Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trail. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103415
  33. Kern, M.L., & Wehmeyer, M.L. (2021). The Palgrave Handbook of Positive Education. Palgrave Macmillon.
  34. Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  35. Kumar, R.K. (2021). Teaching isn't a lucrative profession anymore. https://www.tribuneindia.com/news/archive/haryanatribune/teaching-isn-t-a-lucrative-profession-anymore-598699
  36. Lainson, K., Braun, V., & Clarke, V. (2019). Being both narrative practitioner and academic researcher: A reflection on what thematic analysis has to offer narratively informed research. International Journal of Narrative Therapy and Community Work, (4), 86–98. https://search.informit.org/doi/10.3316/informit.846799716151082
  37. McDill, E.L., Natriello, G., & Pallas, A.M. (1986). A population at risk: potential consequences of tougher school standards for student dropouts. American Journal of Education, 94(2), 135-181. https://www.journals.uchicago.edu/doi/pdf/10.1086/443841
  38. McLain, M. (2021). Developing perspectives on 'the demonstration' as a signature pedagogy in design and technology education. International Journal of Technology and Design Education. 31:3-26. https://doi.org/10.1007/s10798-019-09545-1
  39. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks: Sage Publications.
  40. Naples, N.A., & Sachs, C. (2009). Standpoint Epistemology and the Uses of Self-Reflection in Feminist Ethnography: Lessons for Rural Sociology. Rural Sociology, 65(2), 194-214. https://doi.org/10.1111/j.1549-0831.2000.tb00025.x
  41. OECD (2021). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings. https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/
  42. Poolswad, K., et.al. (2020). Teachers' perception for integrating educational robots and use as teaching assistants in Thai primary schools. Emerging Science Journal, 4:127-140. https://doi.org/10.28991/esj-2021-SP1-09
  43. Ravalier, J.M., Walsh, J., & Hoult, E. (2021). The impact of working conditions on the UK's teaching assistants. Oxford Review of Education, https://doi.org/10.1080/03054985.2021.1895097
  44. Reis, S.M., Renzulli, J.S., & Burns, D.E. (2016). Curriculum Compacting: A guide to differentiating curriculum and instruction through enrichment and acceleration. Routledge.
  45. Rensburg, I., Motala, S. & David, S. A (2016). Research Collaboration among Emerging Economies: Policy and Economic Implications for BRICS Nations. International Journal of Economic Policy in Emerging Economies, 9(4), 344-360.
  46. Rodriguez, F., et.al. (2018). Do spacing and self-testing predict learning outcomes? Active Learning in Higher Education. 22(1), 77-91. https://doi.org/10.1177/1469787418774185
  47. Scroggs, E. (2021). Teaching with Passion and Compassion in Challenging Times: A Narrative Inquiry into Elementary Teachers' Experiences in Georgia. Electronic Theses and Dissertations. 2319. https://digitalcommons.georgiasouthern.edu/etd/2319
  48. Singh, P. (2002). Pedagogising Knowledge: Bernstein's theory of the pedagogic device. British Journal of Sociology of Education, 23(4), 571-582, https://doi.org/10.1080/0142569022000038422
  49. Squires, D. (2012). Curriculum alignment research suggests that alignment can improve student achievement. The Journal of Educational Strategies, Issues, and Idea. 85(4), 129-135. https://doi.org/10.1080/00098655.2012.657723
  50. Stenhouse, L. A. (1975). An introduction to curriculum research and development, London: Heinemann.
  51. Teacher Task Force (2021). How the COVID-19 pandemic is affecting contract teachers in sub-Saharan Africa. https://teachertaskforce.org/blog/how-covid-19-pandemic-affecting-contract-teachers-sub-saharan-africa
  52. UN (2020). Education for All 2000-2015: Only a third of countries reached global education gaols. https://www.un.org/youthenvoy/2015/04/education-2000-2015-third-countries-reached-global-education-goals/
  53. UNESCO (2020a). Pupil-qualified teacher ration by level of education. http://uis.unesco.org/node/3297547
  54. UNESCO (2020b). Out-of-School Children and Youth. http://uis.unesco.org/en/topic/out-school-children-and-youth#:~:text=the%20ava...-,About%20258%20million%20children%20and%20youth%20are%20out%20of%20school,million%20of%20upper%20secondary%20age.
  55. UNESCO (2021a). Education in a post-COVID world: Nine ideas for public action: International Commission on the Futures of Education. https://en.unesco.org/sites/default/files/education_in_a_post-covid_world-nine_ideas_for_public_action.pdf
  56. UNESCO (2021b). Close to 69 million new teachers needed to reach 2030 education goals. http://www.unesco.org/new/en/media-services/single-view/news/close_to_69_million_new_teachers_needed_to_reach_2030_educat/
  57. UNESCO (2021c). Reimagining our futures together: A new social contract for education. https://unesdoc.unesco.org/ark:/48223/pf0000379707
  58. Von der Embse, N. & Mankin, A. (2021). Changes in Teacher Stress and Wellbeing Throughout the Academic Year, Journal of Applied School Psychology, 37:2, 165-184, https://doi.org/10.1080/15377903.2020.1804031
  59. Webster, R., & De Boer, A.A. (2021). Where next for research on teaching assistants: the case for an international response. European Journal of Special Needs Education, 36(2), 294-305. https://doi.org/10.1080/08856257.2021.1901368
  60. Webster, B. (2016). We need to restore pride and prestige in teaching. https://www.tes.com/news/we-need-restore-pride-and-prestige-teaching
  61. Williamson, B. (2021). Education Technology Seizes a Pandemic Opening. Current History, 120(822), 15-20. https://doi.org/10.1525/curh.2021.120.822.15
  62. WorldAfterCorona (2020). The World After Coronavirus: The Future of Education by David Chard [Video]. https://www.youtube.com/watch?v=-QrYnnuvcUM
  63. World Bank (2021a). Teachers. https://www.worldbank.org/en/topic/teachers#1
  64. World Bank (2021b). The impact of the COVID-19 pandemic on education financing. https://thedocs.worldbank.org/en/doc/734541589314089887-0090022020/original/CovidandEdFinancefinal.pdf
  65. World Economic Forum (2020). Education 4.0. https://www.weforum.org/projects/learning-4-0
  66. Wyatt, J.E., & O'Neill, M. (221). Investigation of early career teacher attrition and the impact of induction programs in Western Australia. International Journal of Educational Research, 107:1-19. https://doi.org/10.1016/j.ijer.2021.101754
  67. Ylimiak, R.M. (2011). Curriculum Leadership in a Conservative Era. Educational Administration Quarterly, 48(2), 304-346. https://doi.org/10.1177/0013161X11427393
  68. Zheng, X., Yin, H., & Liu. Y. (2020). Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. School Effectiveness and School Improvement, 32(2), 197-217. https://doi.org/10.1080/09243453.2020.1808484