Tea or tears: online teaching during the COVID-19 pandemic

Mark Feng Teng · Junjie Gavin Wu

58 citations0/0 files storedJournal of Education for Teaching International Research and Pedagogy

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Education during COVID-19 pandemic Online Learning Methods and Innovations E-Learning and COVID-19

Abstract

This report describes two teachers’ challenges and coping strategies while teaching online following the suspension of face-to-face classes due to the COVID-19 pandemic. Findings shed light on proactive and passive agency. This study also provides an understanding of teachers’ ‘tea or tears’ in online teaching.

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2020Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic 2018Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language 2019Teacher agency: the effects of active and passive responses to curriculum change

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2021The COVID-19 Pandemic as a catalyst for teacher pedagogical and technological innovation and development: Teachers’ perspectives 2023Online education and its effect on teachers during COVID-19—A case study from India 2023Exploring the influence of technostress creators on in‐service teachers' attitudes toward ICT and ICT adoption intentions 2024Preparing teachers for the future: Microteaching in the immersive VR environment 2023An Investigation of Learners’ Perceived Progress During Online Education: Do Self-Efficacy Belief, Language Learning Motivation, and Metacognitive Strategies Matter?

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