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   Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective studySacre, Margault  ; ; et alin Frontiers in Education (2023) During the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the ... [more ▼] During the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and restricted in-person settings, and whether teachers’ well-being was related to the quality of teaching. 279 German-speaking (primary and secondary) teachers were retrospectively surveyed with an online questionnaire. Results showed that even if teachers reported being emotionally exhausted, they still were satisfied with their profession, highlighting the multidimensionality of well-being. For online instruction, teachers reported decrease in teaching quality in terms of cognitive activation, classroom management, and learning support compared to pre-pandemic times. Additionally, according to the teachers, their teaching quality did not return to its original state when schools reopened. However, the data does not show that this decrease is associated with teachers’ well-being. This study suggests that it is not only the quantity of learning that may have caused students’ learning losses, but also its quality. As a possible practical consequence, it seems helpful to provide teachers not only with technical, but also pedagogical support when teaching online and after having returned to in-person settings. [less ▲] Detailed reference viewed: 62 (2 UL)Les maths pour les garçons, le français pour les filles ? Comment les stéréotypes de genre se perpétuent à l’écoleSacre, Margault ; ; et alArticle for general public (2023) Les stéréotypes de genre s’invitent-ils dans les préférences scolaires des élèves français ? Une étude conduite en 2005 montrait qu’ils orientaient fortement les perceptions que les élèves de CM2 (10-11 ... [more ▼] Les stéréotypes de genre s’invitent-ils dans les préférences scolaires des élèves français ? Une étude conduite en 2005 montrait qu’ils orientaient fortement les perceptions que les élèves de CM2 (10-11 ans) ont des disciplines scolaires. Ainsi, les garçons avaient tendance à valoriser les cours de mathématiques et d’éducation physique et sportive, alors que les filles valorisaient les cours de français et les travaux de lecture et d’expression écrite. Comment les choses ont-elles évolué depuis ? [less ▲] Detailed reference viewed: 58 (2 UL)Quelques repères pour aider les étudiants à réussir dans des cours hybridesSacre, Margault Article for general public (2023) Detailed reference viewed: 39 (2 UL)Applying the TPACK model to HCI Education: Relationships between Perceived Instructional Quality and Teacher KnowledgeSacre, Margault ; Lallemand, Carine in EduCHI 2023: 5th Annual Symposium on HCI Education (2023) Instructional quality in Human-Computer Interaction (HCI) education is crucial to ensure that students acquire the necessary skills to understand the complexity of socio-technical systems and design ... [more ▼] Instructional quality in Human-Computer Interaction (HCI) education is crucial to ensure that students acquire the necessary skills to understand the complexity of socio-technical systems and design interfaces and interactions accordingly. Previous empirical evidence suggests that teaching quality is determined by teacher knowledge – domain-specific, pedagogical, and technological knowledge. Through a survey of N=54 HCI instructors, this paper reports on teacher knowledge and investigates its relationship with their perceived teaching quality at different levels of HCI education. Findings show that HCI instructors rated their domain-specific and technological knowledge rather high, while the components of pedagogical knowledge were rated lower. Yet, pedagogical knowledge was related to instructional quality, specifically the degree of cognitive activation provided to students. We contribute by documenting and discussing the strengths and weaknesses of HCI instructors’ knowledge and teaching quality. We draw implications for instructors, institutions and the HCI education community. [less ▲] Detailed reference viewed: 81 (19 UL) |
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