This study investigated the impact of Covid-19 Pandemic on the learning knowledge of second year student-scholars during the Covid-19 Pandemic. A concerning qualities not quantities case study was completed activity on seven purposively sampled student-schoolteachers from a class of 55 at a University teachers-preparation Program. Online semi-structured interviews were secondhand. Thematic data reasoning was used. Results signify that the student teachers knowledgeable both negative and definite impacts of Covid-19 Pandemic. Negative effects contained academic challenges due to learning breach, financial and socio-touching challenges. Based on Bandura’s Reciprocal Determinism Theory both pupils and lecturers had to adapt to their environment. The beneficial impacts include the shift to integrated learning and integration of electronics in the learning and appraisal of teaching practice. Important communication learnt include cultivating solidarity as shown through friendly socializing for professional or personal gain among the students that kept most of bureaucracy going because it present them a sense of belonging and network to others at their organization so they feel they have shared burdens and shared apparition. Other lessons determined were disaster readiness and prioritizing education. The study recommends that all should be a existence-long learner, expand flexibility as well as elasticity as key tools to face a change.
Author(s) Details:
Constance Chifamba,
Faculty of Education, Solusi University,
Zimbabwe.
Please see the link here: https://stm.bookpi.org/RHLLE-V4/article/view/10212
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