Research Article
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Year 2022, Volume 23, Issue 3, 230 - 245, 01.07.2022

Abstract

References

  • Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Sciences. 121(5). https://doi. org/10.1108/ILS-04-2020-0100
  • Ahmed, M. (2000). Tertiary education during Covid-19 and Beyond. https://www.thedailystar.net/opinion/ news/tertiary-education-during-covid-19-and-beyond-1897321
  • Aktar, T. (2020). Virtual classrooms in low-resource context. New Age. Retrieved on June 30. https://www. newagebd.net/article/106873/virtual-classrooms-in-low-resource-context
  • Aktar, T., & Oxley, L. (2019). Promoting student engagement by strengthening the link between research and teaching in Higher Education: An early career researcher perspective. Higher Education Pedagogies: UK. https://www.tandfonline.com/doi/full/10.1080/23752696.2019.1669205
  • Arias, J. J., Swinton, J., & Anderson, K. (2018). Online Vs. Face-to-Face: A Comparison of Student Outcomes with Random Assignment. e-Journal of Business Education & Scholarship of Teaching,12(2), pp. 1-23.
  • Atkinson, R. (1995). The gift of narratives: Practical and spiritual applications of autobiography, life narratives, and personal mythmaking. Westport, CT: Bergin & Garvey.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.

TEACHERS’ NARRATIVES FROM INITIAL VIRTUAL CLASSROOMS AND PROFESSIONAL DEVELOPMENT DURING THE COVID-19 PANDEMIC IN DEVELOPING BANGLADESH

Year 2022, Volume 23, Issue 3, 230 - 245, 01.07.2022

Abstract

In the face of sudden migration to online teaching due to Covid-19 pandemic, education is going under trying times globally, especially in the low resource contexts of the Global South. Little is, however, known about how this forced migration to and coping with emergency remote teaching (ERT) are happening in the low resource context of developing Bangladesh, particularly in the Higher Education (HE). This paper, therefore, aims to understand how virtual classrooms look like in the Higher Education context in Bangladesh through TESOL teachers’ narratives from initial virtual classrooms imparting ERT. Employing narrative inquiry, four teachers from four different public and private universities in Bangladesh share their experiences of doing, undergoing and reflecting as they try to adopt, adapt and strive in imparting ERT and carrying out education in HE. Insights from these initial teacher narratives may inform higher education pedagogies, teacher development in distance education environments in Bangladesh and similar contexts in the Global South. As the paper addresses HE teachers’ initial orientation to ERT without exclusively dealing with TESOL education, it has multidisciplinary approach to migration to and coping with ERT in HE in general.

References

  • Aguliera, E., & Nightengale-Lee, B. (2020). Emergency remote teaching across urban and rural contexts: perspectives on educational equity. Information and Learning Sciences. 121(5). https://doi. org/10.1108/ILS-04-2020-0100
  • Ahmed, M. (2000). Tertiary education during Covid-19 and Beyond. https://www.thedailystar.net/opinion/ news/tertiary-education-during-covid-19-and-beyond-1897321
  • Aktar, T. (2020). Virtual classrooms in low-resource context. New Age. Retrieved on June 30. https://www. newagebd.net/article/106873/virtual-classrooms-in-low-resource-context
  • Aktar, T., & Oxley, L. (2019). Promoting student engagement by strengthening the link between research and teaching in Higher Education: An early career researcher perspective. Higher Education Pedagogies: UK. https://www.tandfonline.com/doi/full/10.1080/23752696.2019.1669205
  • Arias, J. J., Swinton, J., & Anderson, K. (2018). Online Vs. Face-to-Face: A Comparison of Student Outcomes with Random Assignment. e-Journal of Business Education & Scholarship of Teaching,12(2), pp. 1-23.
  • Atkinson, R. (1995). The gift of narratives: Practical and spiritual applications of autobiography, life narratives, and personal mythmaking. Westport, CT: Bergin & Garvey.
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.

Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Tasnima AKTAR This is me (Primary Author)
University of York
0000-0002-8058-9243
United Kingdom


M. MANIRUZZAMAN This is me
Jahangirnagar University
0000-0002-1067-0361
Bangladesh


Harunur Rashid KHAN This is me
Brac University
0000-0002-1067-0361
Palestine, State of


Mahadhi HASAN This is me
Southeast University
0000-0003-3921-9889
Bangladesh

Publication Date July 1, 2022
Application Date June 18, 2021
Acceptance Date
Published in Issue Year 2022, Volume 23, Issue 3

Cite

APA Aktar, T. , Manıruzzaman, M. , Khan, H. R. & Hasan, M. (2022). TEACHERS’ NARRATIVES FROM INITIAL VIRTUAL CLASSROOMS AND PROFESSIONAL DEVELOPMENT DURING THE COVID-19 PANDEMIC IN DEVELOPING BANGLADESH . Turkish Online Journal of Distance Education , 23 (3) , 230-245 . Retrieved from https://dergipark.org.tr/en/pub/tojde/issue/70682/1137293