Teaching Community Psychology Via Distance Learning

2005 ◽  
Author(s):  
C. Ramos
Keyword(s):  
Distance Learning ◽  
Community Psychology ◽  
Teaching Community

scholarly journals THE TEACHERS’ OPINION ON EFFICIENCY OF DISTANCE EDUCATION

2020 ◽  
pp. 11-17
Author(s):  
V. G. Gayvoronskiy
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
General Education ◽  
Large Scale ◽  
Educational Process ◽  
Technical Equipment ◽  
Teaching Community ◽  
Rapid Spread ◽  
Material Conditions ◽  
Novel Coronavirus

The article presents the findings of large-scale sociological survey titled ‘Assessment of the distance learning mode in the self-isolation conditions by educators of Rostov Region.’ The survey reflects the opinion of 8,079 teachers, including 7,608 women and 470 men, who work in general education. The relevance of the study is significant given that the entire general education system of the Russian Federation was urgently transferred to the distance learning mode due to the rapid spread of novel coronavirus in first-half 2020. The respondents assessed their own technical and material conditions in which they carried out the educational activities. The survey included analyses of the financial capabilities necessary to ensure the educational process in distance learning from home and the state of health of teachers working in the distant mode. The presented findings indicate that the teaching community negatively assessed the transition. The health of teachers suffered due to long hours in front of the computer, the effectiveness of teaching decreased, and transferability of learning deteriorated due to deficiencies in technical equipment. The article draws a general conclusion that for the present distance education cannot be a full-fledged alternative to general education in its traditional form.

scholarly journals Transformation of university teachers’ working and employment conditions in the period of distance learning: socio-psychological aspects and risk assessment

2021 ◽  
Vol 14 (33) ◽  
pp. e16165
Author(s):  
Irina Yurievna Ilina ◽  
Natalya Vladimirovna Buley ◽  
Tatiana Sergeevna Demchenko ◽  
Elena Vasilevna Povorina ◽  
Irina Gennadevna Shadskaja
Keyword(s):  
Distance Learning ◽  
Professional Activity ◽  
Remote Work ◽  
Psychological Consequences ◽  
University Teachers ◽  
Professional Activities ◽  
Online Technologies ◽  
Employment Conditions ◽  
Teaching Community ◽  
The Impact

The forced transition to distance learning during the pandemic has determined the development of new models of university teachers’ professional activity. The results of the “first wave” show that the community of teachers was not prepared for distance learning not only due to the lack of necessary competencies and skills of working in the online environment but also psychologically. In particular, the psychological unpreparedness of teachers for the transition from traditional formats of interaction to the remote ones, the collapse of the familiar “live” models of communication with students and colleagues turned up to be a major difficulty. Based on the results of research, the key problems of the organization of teachers’ remote work are determined and the socio-psychological consequences of remote employment are revealed. The main groups of risks faced by teachers due to the forced transition to remote employment are also identified. The impact of remote formats on the professional activities of teachers cannot be assessed unequivocally. On the one hand, in the time of remote work, teachers have developed new skills and competencies, mastered innovative online technologies, managed to overcome numerous psychological struggles, etc. On the other hand, teachers are aware that the necessary process of transformation of education will not only substantially change their professional activity but will also lead to the emergence of fundamentally new social roles and models of professional behavior. There is a growing sense of unease and confusion in the teaching community and negative expectations associated with uncertainty in the professional labor market are developing.

Teaching Community Psychology as Community Engagement

2012 ◽  
Vol 22 (4) ◽  
pp. 573-575 ◽  
Author(s):  
Angelo Fynn ◽  
Martin Terre Blanche ◽  
Eduard Fourie ◽  
Johan Kruger
Keyword(s):  
Community Engagement ◽  
Community Psychology ◽  
Teaching Community

Epistemological resistance towards diversality: teaching community psychology as a decolonial project

2017 ◽  
Vol 47 (4) ◽  
pp. 495-505 ◽  
Author(s):  
Ronelle Carolissen ◽  
Hugo Canham ◽  
Eduard Fourie ◽  
Tanya Graham ◽  
Puleng Segalo ◽  
...  
Keyword(s):  
South Africa ◽  
South African ◽  
Community Psychology ◽  
Curriculum Design ◽  
Public Universities ◽  
Political Instability ◽  
Teaching Community ◽  
Cognitive Justice

In contexts of political instability and change, the value of disciplinary knowledges and the processes that constituted them is often questioned. Psychology is not exempt from this process. Little South African work has illustrated what teaching for decoloniality may mean in South African psychology. We draw on examples of curriculum design in community psychology from the Universities of the Witwatersrand, South Africa and Stellenbosch, three large South African public universities, in an attempt to surface what we regard as the decolonial frameworks that underpin their development and delivery. Capacities for reflexivity and the ability to hold multiple epistemologies encourage economies of knowledge that may prevent abyssal thinking, while contributing to cognitive justice and minimising opportunities for epistemicide. Some challenges to our pedagogy involve the potential for romanticising decoloniality.

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