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

  • Irina Yurievna Ilina Russian State University for the Humanities, Moscow, Russia.
  • Natalya Vladimirovna Buley Russian State Social University, Moscow, Russia.
  • Tatiana Sergeevna Demchenko Russian State Social University, Moscow, Russia.
  • Elena Vasilevna Povorina Russian State Social University, Moscow, Russia.
  • Irina Gennadevna Shadskaja Russian State Social University, Moscow, Russia.

Resumo

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.

Biografia do Autor

Irina Yurievna Ilina, Russian State University for the Humanities, Moscow, Russia.
Natalya Vladimirovna Buley, Russian State Social University, Moscow, Russia.
Tatiana Sergeevna Demchenko, Russian State Social University, Moscow, Russia.
Elena Vasilevna Povorina, Russian State Social University, Moscow, Russia.
Irina Gennadevna Shadskaja, Russian State Social University, Moscow, Russia.

Referências

Abramov, R.A., Morkovin, S.A., Pazukhin, A.M., Tkacheva, E.A. (2020). Modernizatsiia sistemy upravleniia obucheniem kak faktor povysheniia kachestva vysshego obrazovaniia [Modernization of the learning management system as a factor in improving the quality of higher education]. Education Management: Theory and Practice, 1(37).
Gleason, N.W (2018). Higher Education in the Era of the Fourth Industrial Revolution. Singapore: Palgrave Macmillan.
Gostev, A.N., Ivanova, O.A., Demidova, S.S., Demchenko T.S., Laptev, L.G., Shuraeva, L.Y. (2020). Traditions and innovations in higher education management: Conflictological aspect. Journal of Advanced Research in Dynamicaland Control Systems, 12(3), 798-806.
Ilina, I., Kryukova, E., Nakhratova, E., Zotova, A., Matanis, V. (2018). University professors and students: specifics of interaction at the market of educational services. Espacios, 39(52), 13.
Zaborova, E.N., Glazkova, I.G., Markova, T.L. (2017). Distantsionnoe obuchenie: mnenie studentov [Distance learning: students’ opinion]. Sociological studies, 2 131-139.
Fadeev, E.V. (2017). Organizatsionnye i psikhologicheskie problemy distantsionnogo obucheniia [Organizational and psychological problems of distance learning]. The world of science, culture and education, 3(64).
Demchenko, T.S., Vinichenko, M.V., Ilina, I.Y., Buley, N.V., Duplij, E.V., Demchenko, M.V. (2018). Students' satisfaction with interactive forms of training with elements of gamification. International Journal of Engineering and Technology(UAE), 7(4), 109-111.
Zabolotska, O., Zhyliak, N., Hevchuk, N., Petrenko, N., Alieko, O. (2021). Digital competencies of teachers in the transformation of the educational environment. Journal of Optimization in Industrial Engineering, 14(1), 43-50
Lokanath, M., Tushar, G., Abha, Sh. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100012.
Frolova, E.V., Rogach, O.V., Ryabova, T.M. (2020). Benefits and risks of switching to distance learning in a pandemic PerspektivyNauki i Obrazovania, 48(6), 78-88.
Prepodavateli vyskazali svoe mnenie o vynuzhdennom perekhode obrazovatelnogo protsessa v onlain. [Teachers expressed their opinion about the forced transition of the educational process to online mode.] (2020). https://minobrnauki.gov.ru/press-center/news/?ELEMENT_ID=21584
Denden, M., Tlili, A., Burgos, D., Essalmi, F., Chang, T.-W. (2021). Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a CaseStudy Lecture Notes in Educational Technology. Radical Solutions for Education in a Crisis Context, pp. 147-161.
Denisova, E., Ermakov, P., Skirtach, I., Korkhova, V. (2020). Subjectived is comfortand personality traits of university teachers during the COVID-19 pandemic E3S. Web of Conferences, 210, 19021.
Letyagina, E.A. (2020). Problems of transition from traditional forms of educational process of the distance, digital format in the context of the COVID-19 pandemic: A regional aspect Journal of Physics: Conference Series, 1691(1),012072.
Ivanova E.E. (2020). Obrazovanie v udalennom dostupe: vzgliad prepodavatelia [Remote education: a teacher’s perspective]. Vestnik universiteta, 8.
Jacques, S., Ouahabi, A., Lequeu, T. (2021). Remote knowledge acquisition and assessment during the covid-19 pandemic International Journal of Engineering Pedagogy, 10(6), 120-138.
Habib, M.N., Jamal, W., Khalil, U., Khan, Z. (2021). Transforming universities in interactive digital platform: case of city university of science and information technology. Education and Information Technologies, 26(1), 517-541.
Murzina, I.Ya. (2021). Нumanitarian resistance inthe context of digitalisation of education. Obrazovanie i Nauka, 22(10), 90-115.
Shmurygina, O.V. (2020). Obrazovatelnyi protsess v usloviiakh pandemii [Educational process in a pandemic]. Professionalnoe obrazovanie i rynok truda, 2(41).
Rogozin, D. (2020). Ugrozy i vozmozhnosti distantsionnogo obrazovaniia: opros prepodavatelei vuzov. [Threats and opportunities of distance education: a survey of university teachers]. Retrieved from: https://trv-science.ru/2020/06/ugrozy-i-vozmozhnosti-distancionnogo-obrazovaniya/
Vysshee obrazovanie: uroki pandemii. Operativnye i strategicheskie mery po razvitiiu sistemy: Analiticheskii doklad [Higher education: lessons from the pandemic. Operational and strategic measures for the development of the system: Analytical report]. (2020). Retrieved from: http://www.tsu.ru/upload/iblock/аналитический%20доклад_для_МОН_итог2020_.pdf
Zernov, V.A., Maniushis, A.Iu., Valiavskii, A.Iu., Uchevatkina, N.V. (2020). Obrazovatelnoe prostranstvo Rossii posle pandemii: vyzovy, uroki, trendy, vozmozhnosti [Educational space in Russia after the pandemic: challenges, lessons, trends, opportunities]. Scientific works of the Free Economic Society of Russia, 3.
Markova, Ia.S. (2020). O posledstviiakh i problemakh v sisteme vysshego obrazovaniia vo vremia pandemii [On the consequences and problems in the higher education system during the pandemic]. Scientific interdisciplinary research, 5.
Lobova, S.V. (2020). “Novaia” zaniatost “starykh” prepodavatelei v usloviiakh gibridnogo obucheniia [The “new” employment of “old” teachers in a hybrid learning environment]. The First International Scientific Conference on Digitalization Issues: EDCRUNCH URAL: Conference Proceedings (Yekaterinburg, September 29-30, 2020). Yekaterinburg: Ural University Publishing House.
Kamarova, T.A. (2020). “Tsifrovaia prekarizatsiia” nauchno-pedagogicheskikh rabotnikov v usloviiakh sotsialno-ekonomicheskoi turbulentnosti [“Digital precarization” of scientific and pedagogical workers under the conditions of socio-economic turbulence]. Omsk University Bulletin. Series: Economics, 3.
Patutina, S.Iu. (2020). Vliianie prekarizatsii zaniatosti na formirovanie sovremennogo kadrovogo potentsiala vuzov i portreta nauchno-pedagogicheskogo rabotnika [The effect of employment precarization on the formation of the modern personnel potential of universities and the image of a scientific and pedagogical worker]. Omsk University Bulletin. Series: Economics, 3.
Isaeva, N.I., Kovalenko, V.I., Mamatova, S.I., Sokolova, O.A. (2016). Psikhologicheskaia kultura i professionalnye riski v deiatelnosti prepodavatelia vuza [Psychological culture and professional risks in the activity of a university teacher]. The world of science, culture and education, 6(61).
Shmantsar, M.V. (2019). Professionalnye riski prepodavatelei vuzov v usloviiakh transformatsii rossiiskogo obrazovaniia [Professional risks of university teachers in the context of the transformation of Russian education]. Ekaterinburg.
Bogdan, N.N. (2020). Emotsionalnoe vygoranie u prepodavatelei vuzov: sposoby vyiavleniya i preduprezhdeniia [Emotional burnout among university professors: the ways of diagnostics and prevention]. International Research Journal, 6(96), 170-175.
Publicado
2021-07-31
Como Citar
Ilina, I. Y., Buley, N. V., Demchenko, T. S., Povorina, E. V., & Shadskaja, I. G. (2021). Transformation of university teachers’ working and employment conditions in the period of distance learning: socio-psychological aspects and risk assessment. Revista Tempos E Espaços Em Educação, 14(33), e16165. https://doi.org/10.20952/revtee.v14i33.16165
Seção
Publicação Contínua