WEBVTT

1
00:00:00.001 --> 00:00:21.840
All right. So thank you. Okay, good evening. so my name is Adrian Adder Barry, and I'm the session organizer and chair. So thank you so much for everyone who is able to make it this evening. I know it's kind of an awkward time around dinner. so thank you. to all. So I would like to start the session with an acknowledgment of country. And I'll just read it here. So, on behalf of everyone gathered.

2
00:00:21.840 --> 00:00:38.560
I pay respect to the spirit of country here in Nam, where we are meeting. I acknowledged the past and present Kubernetes as the sovereign people here the cultural knowledge holders who maintain and promote the aboriginal law customs and coordination chip.

3
00:00:38.920 --> 00:00:40.460
Sorry about that.

4
00:00:44.350 --> 00:01:04.740
Responsibilities for country and the people. That country continues to sustain generation after generation into the future. For all of us I recognize the important contribution that first nations thinkers have made to sociology, including challenges to our dominant ways of thinking. We thank all first nations delegates in the room today for their contributions to knowledge in the discipline.

5
00:01:04.920 --> 00:01:06.470
So today's

6
00:01:06.560 --> 00:01:23.170
session, has either 5 or 6 presenters, and each presenter will be given 15 min. I'll keep time, and I'll give you a warning at the 5 min mark, and then the at the end of the session we will have question and answer from the audience. Okay.

7
00:01:23.170 --> 00:01:38.039
so first up, we have a remote presentation or virtual presentation from Nyani, Sharma, from J. And you and Nanny will be presenting on teaching during a pandemic, the gender dynamics, qualitative research.

8
00:01:41.730 --> 00:01:43.949
Nayani: I'd like to share my screen.

9
00:01:50.300 --> 00:01:51.919
Hi, just coming now.

10
00:01:57.020 --> 00:01:58.679
Okay, over to you.

11
00:02:07.960 --> 00:02:15.699
Nayani: Yeah, Hello, everyone I know it's evening there. Here it's It's a bright afternoon. It's 10'clock in India right now.

12
00:02:15.780 --> 00:02:17.570
Nayani: And can you guys hear me.

13
00:02:18.320 --> 00:02:20.040
Yes, yes, we can.

14
00:02:20.310 --> 00:02:37.919
Nayani: Okay, so I am I. I apologize for the background noises. There's some construction going on. So sorry for that. my topic is title teaching during a pandemic, the gender dynamics, and, as the session goes, navigating the other side of classroom exploring features experiences that work.

15
00:02:37.990 --> 00:02:47.120
Nayani: I'm a finally a doctoral candidate, Jane, you and my centered is Jackson Center for educational studies. and

16
00:02:47.230 --> 00:03:00.659
Nayani: so going ahead. so I would like to begin with this idea of how, in during normal times, when we used to talk about designing any kind of online force. So we used to have a certain structure in

17
00:03:01.060 --> 00:03:08.750
Nayani: you have academics involved instructional designers and technicians. And then you look into the target learner group and then you arrive at a product

18
00:03:09.170 --> 00:03:15.580
Nayani: which is, you know, created to impart a certain set of learning or a course or a subject to a set of

19
00:03:15.620 --> 00:03:30.169
Nayani: the target learning groups. But what we saw during Covid, and especially oh, yeah, before I go into the whole thing. I just like to set the context for you. So I belong to some. It is one of the 29 States in India, and, as you know,

20
00:03:30.430 --> 00:03:37.759
Nayani: it's it's part of the not his. India's, not his. It's just one of the 8 State that is plugged as India is.

21
00:03:37.870 --> 00:03:44.130
Nayani: and compared to the rest of the Indian States, the North east of India have,

22
00:03:44.640 --> 00:03:48.439
Nayani: we have high interest rates, but when it comes to

23
00:03:48.540 --> 00:03:55.569
Nayani: education, quality, and the way education is imparted, we are set in a very traditional setting.

24
00:03:55.830 --> 00:04:18.869
Nayani: as in. We do not have a a formal structure, ICT enable education system in place for this part of the country. Yet so that is the context in which I am situated in, and that is the context in which I have also obtained my elementary, my primary, my secondary, as well as a my, up to my master's level of education.

25
00:04:18.970 --> 00:04:44.050
Nayani: and I got this chance to move to Delhi only after my masters for my ambulance. Then, subsequently Phd. And there is a vast difference in which the capital city of India and the education system, the ICT. That is in place in the education system there, and the way ICT is yet to become a part of the education system in my part of the country. So that is the context when this is looking at. So, as I was saying, in a normal situation you would have

26
00:04:44.450 --> 00:04:53.769
Nayani: set of, you know, structures in place that enables you to design a course for a for online region. But what we saw during Covid is that you know.

27
00:04:53.850 --> 00:05:03.340
Nayani: there was suddenly a drastic demand for shifting to online teaching. And in a country like India. We had a lockdown. It began around in March 2,020,

28
00:05:03.450 --> 00:05:21.709
Nayani: and when the lockdown set in for the first month, actually we were expecting that the lockdown will get would get over, or something like that. So for the first month you did not see a lot of teaching and learning happening, and you'll see. Everyone went back to their once university students were back to the home. The teachers were enjoying a holiday.

29
00:05:21.930 --> 00:05:26.739
Nayani: but when one month went on and the lockdown continued there. The the

30
00:05:26.760 --> 00:05:37.949
Nayani: steps that the Government ordered for was that everyone has to take up online teaching, so that the curriculum teaching in schools, or the great upgradation of you know. teaching should continue

31
00:05:38.110 --> 00:06:05.670
Nayani: so in that sense the teachers all over the country, irrespective of where they were located, whether in a urban center or in a village area or in a town, they have to immediately start teaching online. So what we saw in the very first thing is that you know there was, there was no structure in place. Immediately there was a shift. They were asked to adopt any online things or online websites that they can get, they can use to impart teaching. So in India, what we saw was

32
00:06:05.900 --> 00:06:14.850
Nayani: unlike other countries, we, the first basis of teaching became Whatsapp, Facebook and Zoom Zoom came into B. Now.

33
00:06:16.460 --> 00:06:29.880
Nayani: I would not like to like, how do I? So I just, I'll just start with my research question. So in this paper, which, as I mentioned, maintained at the beginning. Also, it's a qualitative research paper. So

34
00:06:30.250 --> 00:06:31.250
Nayani: I

35
00:06:32.290 --> 00:06:39.120
Nayani: walked on 3 questions, basically, what did the individual to choose? Teaching activities look like prior to the COVID-19 prices?

36
00:06:39.130 --> 00:06:51.139
Nayani: Then the question of how did they, you know, adopt an experience online teaching during the COVID-19 prices, basically during the lockdown. And what were the major dilemmas and challenges experienced by individual teachers?

37
00:06:51.320 --> 00:06:56.990
Nayani: Now for my study. I have only looked at female teachers.

38
00:06:58.180 --> 00:06:59.770
Nayani: yeah. So

39
00:06:59.780 --> 00:07:00.920
Nayani: I have looked at

40
00:07:01.340 --> 00:07:08.070
Nayani: basically in this study, this, this was taken during a time when we were in London, and a lot of my friends who graduated from masters

41
00:07:08.380 --> 00:07:18.240
Nayani: have done their bachelors in education, and they have become teachers. Not so. There were a lot of correspondence, because we connected we connected with a lot of friends and who are working. And you know all that.

42
00:07:18.350 --> 00:07:32.219
Nayani: So during the course of those you know, phone conversations. And all this there was a repeated conversation. They were repeated conversations, especially from the female features, regarding how they are finding it very difficult to certainly shift to a set situation of online learning.

43
00:07:32.260 --> 00:07:51.569
Nayani: So out of all the very many conversations that I have for this study, specifically, I have only focused on as a number 5 teachers who belong to days from 25 to 35, and on their request I have not kept their names, and so one of them was newly married when the lockdown began. One of them have just become engaged.

44
00:07:51.680 --> 00:07:52.720
Nayani: 2 world

45
00:07:52.880 --> 00:08:01.990
Nayani: continuing to be single, and when the COVID-19 has become to have newly joined out of this 5, and then 3 are already in the Continent Space of Service.

46
00:08:02.370 --> 00:08:13.669
Nayani: In the interviews the way I contacted, and I gathered my information. This is like a retrospective kind of thing. I it's personal interviews, and in their conversations in my mother time, that is, asthma and English.

47
00:08:13.720 --> 00:08:17.540
Nayani: and obviously on the medium of

48
00:08:17.700 --> 00:08:20.140
Nayani: now where are we teaching? So

49
00:08:20.240 --> 00:08:42.930
Nayani: they are teaching their government employed teachers. So they' in primary and secondary schools in a sum, and the settings in this classrooms are always about traditional, you know, classroom setting, wherein there is in person interaction. So there is a teacher teaching to a blackboard and a chop in hand, and there are students sitting in the best. Do you have like the notebooks, and that now subject books in place. All of that.

50
00:08:43.170 --> 00:08:55.549
Nayani: And then you have. What are the subjects they were teaching? So, my friends, they all belong to the rem of social sciences. So they are. One of them was economics, 2 of them in political science and one in geography, and one in.

51
00:08:56.640 --> 00:08:59.489
Nayani: I think one is just social science in the primary school level.

52
00:08:59.740 --> 00:09:15.230
Nayani: So going back now. as I started looking into this economically, this problem of how what they were facing a job in their jobs. So I looked into the possible literature reviews that I could find only pictures that I could find text in literature.

53
00:09:15.360 --> 00:09:17.640
Nayani: and in that I found that, you know.

54
00:09:17.660 --> 00:09:28.580
Nayani: when we look at online teaching, there is a prior to the 22,020 phase we do not find as much literature on how to act up online teaching as an emergency major. So it is always been discussed as this.

55
00:10:11.990 --> 00:10:12.740
the

56
00:10:13.840 --> 00:10:17.380
Nayani: yeah, I was. am I audible now?

57
00:10:20.800 --> 00:10:21.670
Nayani: Hello!

58
00:10:21.920 --> 00:10:25.349
Hi! We can hear you again. Did you freeze?

59
00:10:25.630 --> 00:10:35.790
Nayani: Yeah, I think I sort of disconnected temporarily sorry. No problem at all. It's great keep going.

60
00:10:36.120 --> 00:10:36.800
Nayani: I think.

61
00:10:36.900 --> 00:10:41.629
Nayani: So. Yeah, I was talking about that which a review that I have picked up for this study.

62
00:10:41.760 --> 00:11:08.919
Nayani: So by looking into the literature available on online teaching. And then in 2,020, we saw a lot of new literature come out on The teacher experiences on student learning experiences, and in these we find some. You know what the resources is trying to find out that how should the teachers plan their online teaching and what would in influence effective online teaching. So these were the things that we discussed in the papers that came up during the COVID-19.

63
00:11:09.200 --> 00:11:16.940
Nayani: And then you have researchers. We are trying to put out that you know how teachers would play a actually play a very strong role

64
00:11:17.100 --> 00:11:19.489
Nayani: in this online learning system, because.

65
00:11:19.940 --> 00:11:47.910
Nayani: unlike in a classroom setting, where you have a non verbal verbal as well as as as well as the whole space is constructed to be a teaching environment in online teaching. What you have is a teacher on a that in a different setting, a student in a very different home space, or a whatever kind of space. It's not a classroom anymore the traditional that they they have been accustomed to. So the teacher becomes a very sync the most and the single point of you know the Monitor also who is to monitor that

66
00:11:47.969 --> 00:11:51.489
Nayani: it. A classroom situation, is being, it is being created.

67
00:11:52.330 --> 00:12:07.029
Nayani: And then we have. I've only pointed out some of the probably the main papers that I have looked at do I have looked at the broadly picture as well and still looking at it, because it's kind of a working paper. So what came out is that you know

68
00:12:08.190 --> 00:12:21.249
Nayani: this sudden shift? Actually, academics experience it very, very. You know. It was a very disturbing kind of situation that occur in space across all levels of education, be it primary, secondary, or even higher education.

69
00:12:21.260 --> 00:12:36.199
Nayani: and in specially when you shift the focus only to a gender and pandemic. So we already discuss this in. Now, I'm sure, in other sessions. Before this also. This has been discussed already that this online ship actually added more stress and workload to female teachers.

70
00:12:36.280 --> 00:12:45.220
Nayani: and how already there is a disproportionate division of labor in place. And then there is societal gender differences, and all of that. How it plays through this situation as well.

71
00:12:45.640 --> 00:12:46.470
Nayani: No

72
00:12:47.030 --> 00:12:52.970
Nayani: as a methodological framework. I I looked at Lee's paper. Vm, at all

73
00:12:53.040 --> 00:13:00.730
Nayani: and other first papers, and from there I picked out the activity. I found it to be the most suitable framework to be put in place.

74
00:13:00.800 --> 00:13:15.599
Nayani: And why? Activity theory? Because it enables us to, you know, understand that when there is a certain on pretty premeditated situation in place. How human beings, you know, adopt to it in that sense. I'm looking at placing activity theory as a framework here.

75
00:13:15.860 --> 00:13:28.589
Nayani: So I'm looking at the nodes of you know in this full structure how the human of the subject that is, the features in place, the female features from the particular setting and discussing users, tools that is uses online.

76
00:13:28.970 --> 00:13:45.470
Nayani: you know, online websites and platforms to achieve an object that is to impart learning. So this is a structure I've taken in place the framework, and this involves obviously the factors of individual and mediating artifact. That is, the online platforms in place. The object, that is.

77
00:13:45.520 --> 00:13:58.089
Nayani: who are they trying to, you know? Educate, then, the community, the larger community in place, and what the more, both of the communities in that particular situation, then the rules that they have to follow, and the division of labor is like what

78
00:13:58.360 --> 00:14:01.190
Nayani: only the 3 existing structures that they are at least in

79
00:14:01.390 --> 00:14:22.659
Nayani: and in the context of this study, these are allows us to poll in the desired aspects of teaching and learning activities. In some during the COVID-19. We need a Polymer home coherent framework as a whole, and where you already have a dynamic system in place full of delay, mass contradictions. And what happens before and after the adoption of this contingency measure, that is, on 92.

80
00:14:23.290 --> 00:14:24.190
Nayani: No.

81
00:14:24.830 --> 00:14:32.770
Nayani: So, as I discussed my I have looked at primarily at 5 teachers as the subject for this paper only.

82
00:14:32.860 --> 00:14:45.730
Nayani: And then here are the main context and issues that I have worked with. So, as I discussed in the beginning. You know some. You have a classroom teacher lecture method. Then there is lack of modern teaching methods with ICT, very limited use.

83
00:14:45.930 --> 00:14:56.019
Nayani: And then So in our state, it's the norm is a face to case interaction, and then also using, you know, paper and pen while writing and giving exams and submitting assignments.

84
00:14:56.070 --> 00:14:57.279
Nayani: and on the

85
00:14:57.340 --> 00:15:16.839
Nayani: you know the major literature that I've found on discussing in particular, as some. They have focused money on students, and they're learning, not on much on teachers. So, and they are only majorly quantitative studies. And what they discuss are the major challenges are technological issues, socioeconomic factors. There's still proficiency levels that is different for each every student.

86
00:15:16.940 --> 00:15:25.990
Nayani: then disturbance caused by family members or pets, lack of supervision. And then there are also privacy and security issues. Those are what the features came up.

87
00:15:26.120 --> 00:15:35.870
Nayani: And then in the Covid, late, we related research, I found the limitations that it doesn't really focus, especially in context of a song. It is not focus on features experiences.

88
00:15:36.090 --> 00:15:45.270
Nayani: and to be very honest even in Indian context. When I was writing this paper in 2021. Not much of the literature is coming up. but now it is coming up.

89
00:15:45.980 --> 00:15:51.089
Nayani: and then I would like to. I have a 5 a little time. I'll just move on to the findings, then.

90
00:15:51.260 --> 00:16:00.309
Nayani: So from the finding and basic observations from where this study sent out, as I mentioned that they had no prior experience of teaching online before the pandemic

91
00:16:00.450 --> 00:16:10.669
Nayani: and beyond the pandemic and what was happening during the pendant. They were also dealing with psychological stress and depression, and then locked down, you know.

92
00:16:10.750 --> 00:16:28.269
Nayani: And then fine fem female primary teachers. We're also in places where you know. Most of them shifted back to their own houses. So basically, they're looking at their own aged parents. If they have a new child, they're looking at that. And then there are, you know? the husband is also doing some other work or the other siblings are also involved in some other online work. So there.

93
00:16:28.610 --> 00:16:44.590
Nayani: okay, yeah, thank you. So I'll move on to the findings. Basically, this will cover the ending for it. but where the main findings that I think are also collaborative with the larger findings from across the globe on how female teachers adopted to online teaching.

94
00:16:44.610 --> 00:17:04.910
Nayani: So obviously there was no preparation, and there was no support, based, as in the School Management Committee, was not in place to support them. And all of that Internet connectivity which is anyway usual, not network problem here, like even now, right now, where I'm located. We do not have electricity from 12 at 9 to 12 at 950'clock in the morning, so night is purely or not operational. Day time also result.

95
00:17:05.250 --> 00:17:06.170
Nayani: Then.

96
00:17:06.470 --> 00:17:22.570
Nayani: what happened with the pedagogical role was reduced to a rudimentary technical function, that is, they became just as transmitters of the lesson. In part they had. They were supposed to transit the lesson. Nothing more than that, because you had, only it's a set limited space or timing

97
00:17:22.960 --> 00:17:35.819
Nayani: on the you know screen. Then another team is very important to note here is that you know some I mean, in the Western countries. We see that there is a counseling concept in schools in

98
00:17:35.890 --> 00:17:57.139
Nayani: Asam and in majorly most parts of India. You do not have a counseling support system in place in schools which is a very new concept and developing. So the teachers were always someone who had who had a first approach for the students, because for them, beyond the house the school is the only place that they can find some freedom and interact with some other adult. So Kitty has already had their own, and this became even more forming. And during the COVID-19.

99
00:17:57.310 --> 00:18:00.060
Nayani: So this what it happened was that

100
00:18:00.100 --> 00:18:12.490
Nayani: you know the student, the teachers have to also become the psychological guides for the students. We are also undergoing the impact of the COVID-19. And while their own work life balance was suffering and

101
00:18:12.920 --> 00:18:23.370
Nayani: teaching also, where, like, there was no timing, and it depended on the network availability and all of that. And there was a lot of invasion and exhaust and support from being visible digitally accessible around the plot.

102
00:18:23.600 --> 00:18:33.220
Nayani: and for that there was one of one of my participant who was, you know, was also a researcher still in city, this stuff on a Phd. During this over with time.

103
00:18:33.240 --> 00:18:46.800
Nayani: So there was no time for her research per se, just teaching, activity, exhaust and home, and then no time for individual anything to do individually and obviously no access to anything outside the house, the gate, basically

104
00:18:47.050 --> 00:18:58.599
Nayani: and After I wrote the paper and I submitted for this conference. After I got selected, I went back to my participants and we discussed. I discussed my email that I got selected for this, and I also asked them, Do you want to add something like?

105
00:18:58.650 --> 00:19:06.409
Nayani: Because by by the time I went back to them in 2,022 s half. We they mostly everyone, had returned to the physical setting of the classroom.

106
00:19:06.480 --> 00:19:23.829
Nayani: so what they told me was that they were competitively happy to be back obviously. And they now, fellow teachers and their students are there. But obviously what they reflect from the Covid experience is that you need counselors and psychologists in place at schools. Now, which would be different from the teaching role. And

107
00:19:24.040 --> 00:19:29.830
Nayani: another thing they, they agreed, was that the State's education system, especially our States education system.

108
00:19:29.850 --> 00:19:46.460
Nayani: as in as some in India, have no real capacity for response. And you know, innovation. So this This is something which did not occur to them before the Covid. But now, force Covid. They realize that it's not ready to deal with any kind of emergency situation at any point.

109
00:19:46.690 --> 00:20:02.809
Nayani: And so there is a need to revamp the teacher training capacity building programs within, including ICT and also provisions of I city within classrooms, in schools. And another part there was that. So they talk during the lockdown. But it seems like their students, especially in the social sciences.

110
00:20:02.920 --> 00:20:24.959
Nayani: The students really didn't learn. There was a lot of lag in the in the class, the suppose they completed Class 6 while in lockdown. But then they came to Class 7. There was a lag in the learnings from classics, so that lag also. Now in Class 7, the teachers are trying to compensate for, or, you know, trying to find. So this lag. Apparently they feel like we'll continue if the students are not giving, you know.

111
00:20:26.030 --> 00:20:39.419
Nayani: and on the, you know, as a final note, most of them actually, you know, it was just like that. Nobody and no one. The whole country, should not, or any country in the world should never go first prices again. Something near COVID-19. And

112
00:20:39.500 --> 00:20:50.469
Nayani: for me also, this paper isn't such is like a closure for what I experienced during COVID-19. Because when I my research, also suffered, and then I lost kind of a the parent also in the process.

113
00:20:50.550 --> 00:20:59.099
Nayani: you know all of that combined. So for me, this paper and this which you needed to present at an international platform. I am very grateful for that.

114
00:20:59.130 --> 00:21:02.280
Nayani: and thank you everyone for listening so efficiently. Thank you.

115
00:21:02.940 --> 00:21:04.020
Thank you.

116
00:21:07.620 --> 00:21:24.000
Okay. So next, we have possibly someone named Roma. But I don't see Roma here virtually so we will go down to the next person on the like

117
00:21:24.170 --> 00:21:36.279
in the presentation or order of presentations. And so next, we will have a presentation titled kindergarten teacher's emotions and ethical dilemmas at work in the time of COVID-19.

118
00:21:48.750 --> 00:21:49.910
Yeah.

119
00:22:06.890 --> 00:22:09.220
Just checking how to move your slides away.

120
00:22:16.030 --> 00:22:18.569
okay, it it was enter.

121
00:22:35.190 --> 00:22:38.140
Thank you. So just into my new making.

122
00:22:46.710 --> 00:22:59.899
So hello, everyone! I'm Krista from the Education University of Hong Kong, and in this evening I'm happy to present. studies. The topic is kindergarten teachers. Emotion.

123
00:23:02.250 --> 00:23:05.389
yes, and at the cota learners at work.

124
00:23:09.300 --> 00:23:26.880
So, as the title suggested. this study is focused on 2 research areas which are teacher emotion and ethical dilemma at work. So before heading to to present our research data, I would like to have a very brief overview of these 2 concepts.

125
00:23:26.990 --> 00:23:45.529
So everyone is experiencing a different type of emotions. From the event, and also actions which happen in our everyday lives, so emotion can be general. Categorized into positive emotion and also negative emotions.

126
00:23:45.530 --> 00:24:09.070
So how we perceive our feeling and emotion also. Difference by individuals and culture so understanding! our Emotional! Motive is very highly. compacts which involves subjective understanding, and also Rationals thinkings

127
00:24:09.410 --> 00:24:23.210
so. Another concept about Ethical dilemmas is refers to an individuals who make choices between options with multiple responsibility, and also considerations.

128
00:24:23.270 --> 00:24:46.450
So in our day lives. Some choices are very easier, and also very quickly resolved it, while some others choices are not clear to make a choice. So when we are face Our dilemmers, it is important for us to consider all stakeholders their interests, and also

129
00:24:46.510 --> 00:24:49.739
how such a decision also affect them.

130
00:24:49.870 --> 00:25:00.009
So, therefore, dilemmas involve the value-based judgment without a strict lines to telling you what is right, right or wrong? Answer.

131
00:25:02.670 --> 00:25:03.830
So,

132
00:25:04.520 --> 00:25:19.849
okay. So regarding the the 2 concepts. earlier work has been well documents, how emotions of teaching, connecting with the professionalisms and affected by

133
00:25:19.950 --> 00:25:34.660
moral purpose of teachers, culture, and context. However, there is a missing link to explore how teachers interpret their emotional experience from the ethical dilemma and counter at work.

134
00:25:36.830 --> 00:25:53.789
So there is a vertical line suggesting that the emotional experience are conditioned by the context. So this perspective faces and emphasize on the social interactions with other stakeholders.

135
00:25:53.790 --> 00:26:14.559
Which may affect The emotional experience of each others. So, using this perspective, there is a much needed attentions to explore. kindergarten, emotional. kindergarten teacher emotions, and how they perceive and also navigate the ethical dilemmas in work.

136
00:26:16.700 --> 00:26:34.519
So here is my research method design. There's 16 teachers from 4 Hong Kong kindergartens were invited to participate in the studies of these participants, for had

137
00:26:34.810 --> 00:26:38.600
her teachers and the rest were classroom teachers.

138
00:26:38.700 --> 00:26:52.289
So by using the critical incidence case technique? The interviews! Questions were asked to unpack the ethical considerations in practice due to an events or a situation

139
00:26:52.350 --> 00:27:06.459
so There were not necessary. Sensational events! With evolving tensions! But they can also be some minor. Incidents that happen in their work.

140
00:27:06.980 --> 00:27:24.300
So as to the data analysis, we used a semantic coding approach. Member checking was done by the participants, and also the early childhood experts to ensure the accuracy of the findings.

141
00:27:25.890 --> 00:27:52.100
So here I very quickly to go to the findings We have identified streaming themes from the interview. Data? there are the role of empathy and care. cultural of respic code trust. And the third theme is, This positions really related to the culturally responsiveness.

142
00:27:53.540 --> 00:28:00.320
So here I have selected some cases which show teacher emotions they experience.

143
00:28:01.480 --> 00:28:17.120
they experienced, and also the ethical dilemmas they encountered. More importantly, I would like to identify what teacher, ethical consideration and practices were they in that situation?

144
00:28:17.260 --> 00:28:42.860
Okay? So first in our cases, Kara. Who was classroom teachers? She was required to complete the child. Assessment report for her! Students annually. One of the parents was dissatisfied with the assessment report which show that childs only receive meat expectations in the areas of getting dressed.

145
00:28:42.910 --> 00:29:02.069
that parents disagree with carers assessments, and she got annoying, and thought that the parents was being so rational as she has reminded them about the children's, about the child's abilities in getting dressed.

146
00:29:02.180 --> 00:29:21.159
So after the parents complaints. She was unsure if she would make changes. To the child assessment report, however, she thought that the purpose of the assessment report was to reflect the actual ability of the trial.

147
00:29:21.160 --> 00:29:43.650
When she reported the case to the principal, she insisted that she would not make any changes to the report, and the principal also agree with her. So in this. In that cases carers got angry and also feel aggraved, and her dilemma is making a choice between fulfilling or given in

148
00:29:43.680 --> 00:29:51.349
to the parent's request and also reflecting child abilities truthfully

149
00:29:51.540 --> 00:30:09.990
so when terror reflects that the case is forward. She tried to comprehend the parents worries, and also the consent by placing herself in the parent situation. So Clarence understood that that the

150
00:30:09.990 --> 00:30:24.819
the parents had an intense reactions towards the results in the assessment report, because these were very crucial to child the primary schools allocation.

151
00:30:25.460 --> 00:30:50.640
So after that, carers spend more times more care about the the parents. It is also because in the perfect parents they at the parents, I'll have a less chance to meet the teachers. So carer communicate more with the parents after in in the zoom, and also after school.

152
00:30:50.640 --> 00:30:57.119
and play more attention to the needs and concern about the child educations.

153
00:30:59.180 --> 00:31:13.790
So our next showcase is from the teachers, Yvonne. who talked a K. One class, she observed her. One of her students was not able yet Not yet able to speak.

154
00:31:13.800 --> 00:31:28.029
So. The mother of the child had just give birth, and But also slightly and emotional, while the fathers has also take care of the child and also need to work a life so shift job.

155
00:31:28.070 --> 00:31:36.450
especially in the Covid. There's a. I think every in everywhere there's a

156
00:31:36.480 --> 00:31:47.129
the economic recess. So it's also very serious in that time. So it is also less chance for getting in touch with the children and also the family.

157
00:31:47.190 --> 00:32:08.109
So you want also For that the family need Additional help. She found that. The social worker could, how to provide the children's, the the speed development, and also elevate the stress associated with the care giving within the family.

158
00:32:08.540 --> 00:32:10.150
So when

159
00:32:10.240 --> 00:32:20.579
when Yvonne asked the fathers about their situations, the father was aloof, and felt that Yvonne was questioning him.

160
00:32:20.700 --> 00:32:31.189
He also resistance to a resistor to receive additional health from the 2, and also the social worker.

161
00:32:31.390 --> 00:32:38.150
So Yvonne felt worried when the fathers rejected her and her suggestions.

162
00:32:38.290 --> 00:32:55.459
So in this case Yvonne felt worried, and her dilemma is making a choice between providing help and involving professional, to how that family and respect or respect the family choices.

163
00:32:55.820 --> 00:32:58.040
So after that the vaults

164
00:32:58.060 --> 00:33:11.820
work on building a close relationship with the family. And also she took the initiative to contact and check with them. And also visits the the the parents at their home.

165
00:33:15.360 --> 00:33:32.890
So in our third, so case is from codier. Who was a classroom teachers. So her school has a play and Activity days for the children every Friday. So the purpose

166
00:33:32.890 --> 00:33:56.399
for that activity day is to attract parents and also for the school to booms there, and what and enrollment number. So Kara! sorry! Courtiers and the and the teachers needs to spend extra time. After school to set up the classroom a day before the activities.

167
00:33:56.530 --> 00:34:23.169
So So, despite the a shortage of time, Claudia and their teachers wants to handle the task well, and they were willing to organize the activities because they felt that the activities were benefits to the children and also in the Covid children had less opportunity to. To To have this Learning activities with others, peers.

168
00:34:24.140 --> 00:34:39.409
however. Claudia's They and their and their teachers also felt powerless at the time, as they also had Much time work to hand those after school.

169
00:34:39.810 --> 00:34:52.520
So in this case cold years fell overwhelmed and also powerless, and her dilemmas is is making choices between

170
00:34:52.540 --> 00:35:02.189
and during the having heavy workload and also committing herself to organize the activities regardless of easier work schedule.

171
00:35:03.030 --> 00:35:23.550
So after that. So carers regard. It is still important to organize the activities, to let the children have such quality, learning, experience. So after that, courtiers Try to make a work balance by modified the design and also the scope of the activities.

172
00:35:26.200 --> 00:35:53.859
So here it comes by analysis, the the critical incident cases, this studies contribute to the actions of emotional experience, especially the kindergarten teachers, are facing multiple challenges in the working with different stakeholders is also give us some insight into how teachers develop their ethical justice.

173
00:35:54.020 --> 00:36:02.870
A judgment for dealing with the situations given in the in the critical incident cases!

174
00:36:04.150 --> 00:36:14.389
So this is my presentations. And here's my email. So if you have, is very welcome. If you have any other questions, you can come to me.

175
00:36:14.850 --> 00:36:16.830
Thank you.

176
00:36:22.040 --> 00:36:27.429
So next we will have a presentation item, core or ministry.

177
00:36:48.280 --> 00:36:50.170
I just

178
00:36:52.880 --> 00:37:05.179
okay. Good evening. great to see a you know, a strong core group here in the evening. Thank you for being here. So my name is Megan. I'm from Unsw. In Sydney.

179
00:37:06.210 --> 00:37:19.459
where I work on Gadgil and Bidiggle land. it's my privilege to join you today in Nam on the lands of the cooler nation. We're Andre. Why, we're wrong people. I'd like to acknowledge elders past and present, and any first nations people here today.

180
00:37:19.800 --> 00:37:31.119
So I'm here to present a paper co-authored with Scott Fitzgerald of Curtain, Susan Mcgrath Champ, at the University of Sydney and Hayley, Gavin and Rachel Wilson from Uts.

181
00:37:31.420 --> 00:37:38.140
And the paper I'm going to present is titled core or administration navigating teacher workload strategies. So

182
00:37:38.170 --> 00:37:47.250
and essentially, what I'm going to do is present. An analysis of one approach to tackling concerns around the workload for teachers in the Australian State of New South Wales, which is where we all work.

183
00:37:47.710 --> 00:38:11.350
and I'm basically going to argue that the approach that I'm going to talk about represents a reshaping well, it doesn't really reduce workload number one, although it is trying to, I think, but it also represents a reshaping and potential deskilling of teachers by placing critical, creative and intellectual work into the category of admin, and thereby kind of giving permission, sort of discursive permission to kind of marginalize that kind of work.

184
00:38:11.730 --> 00:38:13.020
So

185
00:38:13.130 --> 00:38:33.700
first, a little background. So teacher, workload, I think, is a clear international concern. in Australia. there's been a growing body of research in recent years that has evidenced workload as a leading factor in poor attraction and retention in the profession. Australian teachers report working an average of about 50 h per week

186
00:38:33.780 --> 00:38:41.410
and that's framed by international data showing. Australian teachers have the second highest quantum of face to face out teaching hours in the Oecd

187
00:38:41.970 --> 00:38:55.450
concerns around teacher workload in Australia have particularly focused on administration work which I'll probably slip into calling admin, because we abbreviate everything in Australia. So you'll have to bear with me while I do that

188
00:38:55.480 --> 00:39:19.880
And then there's also been an Associated or perhaps reactive discussion. through use of the word core core work, usually in the context of trying to push back on this kind of admin creep so don't make us do all this admin, because we need to protect time for core work. Well, what is core work? So this term has been flying around quite a lot lately.

189
00:39:19.880 --> 00:39:39.610
it's used by teachers unions to the Australian Government, to the Oecd. It's been cropping up here and there. it's rarely to, from what I've seen defined or explicated. So we pick up on the term in this paper, partly as a way of joining that effort. Because we very much you know, we don't disagree with the idea of pushing back on admin creep

190
00:39:39.610 --> 00:39:52.499
But perhaps, more importantly, we use the term as a way of thinking about the discursive work that can be done via reforms which position some kinds of work as central and therefore core, and others as peripheral, and therefore noncore.

191
00:39:52.580 --> 00:40:04.090
And we think this is important, because work that's considered core is positioned as more important and more deserving of resources, while work which is considered non-core might be considered expendable or appropriate for outsourcing, for example.

192
00:40:05.110 --> 00:40:16.560
So we think this idea about what's being defined or redefined as core or non-core has resonance with a labor process perspective, which is what we draw on in this paper, and particularly that idea of de-skilling.

193
00:40:16.760 --> 00:40:30.479
So labor process theory is concerned with their relationships and forms of organisation that are involved at the point of production which enables us to understand how teachers work is organized, how power and control is exercised and its effect.

194
00:40:30.680 --> 00:40:41.449
Braverman's foundational analysis of labour processes argued that enhanced managerial control could be achieved through a more detailed division of labor and the separation of conception from execution.

195
00:40:42.710 --> 00:40:51.990
Earlier critical contributions from a labor process. Perspective have analyzed the skilling of teachers, work and technical forms of control which separate conception from execution.

196
00:40:52.050 --> 00:41:04.870
Examples include enforcement of a prescriptive, standardized curriculum, the use of pre-packaged teacher, proof, teacher, proof in air quotes curriculum materials, standardized assessment, commercial textbooks, and highly scripted lesson plans.

197
00:41:05.670 --> 00:41:27.200
However, we are also mindful of competing views which critique the idea of deskilling and de-professionalization narratives. Some argue that, adopting a literal interpretation of br government's deskaling hypothesis and applying that to teachers is flawed, and others claim that deskilling is not as widespread in teaching due to a parallel re-skilling taking place.

198
00:41:27.220 --> 00:41:41.670
So a mindful of those critiques. But we argue that there is a renewed warrant to to think about deskaling today, because it assists in identifying shifting representations of this idea around teacher's core work.

199
00:41:41.680 --> 00:42:04.559
so just, for example, in some jurisdictions in the Uk workforce, remodeling has seen the creation of a small pool of highly paid and and trained teachers supported by an army of non-teaching labor. So policy responses which delineate what's in and out of teaching work can be quite high stakes with repercussions how the workforce might be shaped and reshaped into the future.

200
00:42:05.810 --> 00:42:21.389
So in the case of this presentation, we're analysing a workload response policy. Specifically, we're looking at the New South Wales Government's Quality Time program, which was initiated by the previous State governments. So we've just had a change of State government in march of this year.

201
00:42:21.390 --> 00:42:40.150
these 2 documents that we're drawing on were introduced by the previous administration. So the the current government is is continuing with the program. But they're going to do it, you know, in their own way. So we're trying to kind of contain our analysis to to what was put forward under the previous government, which is these 2 documents here

202
00:42:40.350 --> 00:42:42.370
which I just put it.

203
00:42:42.460 --> 00:43:06.389
sort of key quote. There is is committed to freeing up teacher time by reducing low value administrative tasks, and I'll get into some of the comments I have on that in moment. and the way in which we're doing this analysis of these documents is we're drawing on. I'm not sure if people here are familiar with this approach Carol back is what's the problem represented to be approach to policy analysis.

204
00:43:06.850 --> 00:43:25.550
so essentially, Becky argues that policy documents policy documents actively create or give shaped policy problems. They are constituted by particular problematisations where the solutions proposed in a policy are necessarily based on an active construction of a particular kind of problem to be addressed.

205
00:43:25.550 --> 00:43:45.679
So problems are according to backy, not pre-existing, neutral out there and just addressed by policy, but instead, policies always construct problems in particular ways, and we can see this by working backwards from what they're saying we should do. So. They're saying we should do this. Well, that means that they're seeing this as this particular kind of problem.

206
00:43:46.740 --> 00:44:07.749
So these are the steps in this analysis process. Firstly, what's the problem represented to be in a specific policy or policy proposal? What presuppositions or assumptions underpin this problem, representation and elsewhere back. He refers to this also as sort of conceptual logics. So what kind of logic is necessary for this to be understood as a problem.

207
00:44:08.500 --> 00:44:20.130
how has this representation of the problem come about? So it's the context. what's left unproblematic in this problem representation? Where are the silences? Could the problem be thought about differently?

208
00:44:20.530 --> 00:44:48.190
What effects are produced by this representation of the problem? And back? He talks about. 3 different kinds of effects mainly lived effects so effects on people who are sort of going to be actually affected by the policy discursive effects. So the way in which the policy is written makes it possible to to only think about it in a particular way, and kind of closes off thinking about it in a different way, and subjectification effects, which is where it sort of creates a particular kind of subject or subjects.

209
00:44:48.820 --> 00:44:58.259
and finally, how and where has this representation of the problem been produced, disseminated, and defended? How has it been, or could it be question, disrupted or replaced?

210
00:44:58.370 --> 00:45:21.939
so in the next few slides. I'm not going to go through these one by one. I'm going to group them together. So I'm going to start by talking about what the problem is represented to be. This is what the numbers in brackets are. Then I'm going to talk about assumptions, silences, and effects together. And then I'm going to talk about how it's come about and where we see it being sort of promoted and defended together as well. So 3 slides.

211
00:45:23.400 --> 00:45:25.179
okay? So the problem.

212
00:45:26.820 --> 00:45:42.939
So the problem that we argue that the quality time program presents is that there is currently too much low value, administrative work that is overly burdensome. being done in schools. The problem is therefore presented, not as administration in and of itself.

213
00:45:43.069 --> 00:46:10.039
Indeed, it starts with a defence of the actual policy document starts with a defence of administrative work, stating explicitly that effective teaching and learning cannot occur without the support of administrative processes. Instead, the problem is with or is constructed to be as with duplication and inefficiency of systems, so they cite a need for streamlining centralization, attention to revising business as usual, and in some instances a reduction in new initiatives.

214
00:46:10.040 --> 00:46:18.329
But that's not the main focus and there are 6 opportunity areas presented in the policy for protecting teachers, quality time.

215
00:46:18.500 --> 00:46:37.279
So the first one is curriculum resources and support. So they it states that there's a need to move from duplicating efforts to having accessible high quality resources. And this is primarily to be done through the creation of what they call a universal resources hub. So centralized lesson plans for teachers.

216
00:46:37.830 --> 00:47:05.680
The second priority area is assessment and reporting. So assessment is presented as needing to move from inefficiency and double handling to efficient and effective assessment and reporting processes by using a range of marking techniques and different types of assessment. So this suggests in this problematization that it's the current forms of school level assessment. That's the problem rather than perhaps the volume of assessment or what's being requested from the center. Meanwhile reporting processes will be streamlined.

217
00:47:06.640 --> 00:47:15.270
Accreditation again needs to be streamlined, removing duplication, but not removing or reducing accreditation requirements themselves.

218
00:47:16.420 --> 00:47:29.970
our processes and support services so confusing uncoordinated changes are defined as a problem with the solution being clear, communication and change management again, change itself is not the issue, but the way in which it's being managed.

219
00:47:31.350 --> 00:47:57.440
Extracurricular activities so lengthy processes for organising extracurricular activities will be replaced with meaningful risk, management and better guidance, including clearer advice and digitised documentation. So here the problem with extracurricular work is thus seen in really administrative terms. So even the fact that extracurricular activities is included in the policy is interesting. So it's positioning it as an admin problem rather than any other kind of problem.

220
00:47:58.110 --> 00:48:12.320
and finally, data collection and analysis. So disjointed and inefficient collection of data will move to automation and single source data. So again, it's not about the volume of data being collected or the type of data, but the digital infrastructure that's surrounding it.

221
00:48:14.420 --> 00:48:22.879
So overall, we see in this policy, then a problem with admin, that is to do with efficiency rather than amount.

222
00:48:23.190 --> 00:48:35.890
But in presenting this problematization and seeking efficiency, we think there's also a potential reshaping and ultimately de-skilling of teachers going on to make this point, I'm now going to unpack some of those assumptions, silences, and effects.

223
00:48:37.150 --> 00:48:45.840
So, as I've just mentioned. There's a clearly stated position in the program that administrative work is essential for effective teaching and learning.

224
00:48:46.100 --> 00:48:57.949
However, while administrative work is necessary, it's not all equal with the program establishing a binary between high value and low value, administrative work and a desire to make high-value admin work more efficient.

225
00:48:58.120 --> 00:49:07.140
For example, assessment. So it's argued that using a range of marking techniques and different types of assessments will reduce the time teachers spend on marking

226
00:49:07.790 --> 00:49:14.209
suggesting that written responses might be swapped for responses that can be more quickly graded, such as multiple choice questions.

227
00:49:14.260 --> 00:49:22.870
So this suggests a subtle but potentially important repositioning of teacher expertise away from complex and possibly richer assessment practices.

228
00:49:23.250 --> 00:49:41.100
Indeed, generally speaking, the way in which teacher expertise is conceptualised in these documents is important, while administrative processes and practices are not actually explicitly defined in the documents. They seem to be understood as ranging across most areas of teaching other than classroom face to face teaching.

229
00:49:41.240 --> 00:49:50.330
So, for instance, administrative work is positioned as a considerable component of assessment which I've just talked about as well as work like differentiation and lesson planning.

230
00:49:50.440 --> 00:50:06.840
So given that the overriding problem of the policy is efficiency of admin. And all of these areas are being discursively linked to admin all of these areas are therefore up for reduction, reflecting and assumed division between conception and execution. To go back to to Lpt.

231
00:50:07.870 --> 00:50:14.780
So positioning work like assessment, differentiation and planning as administration potentially downplays its intellectual complexity.

232
00:50:14.860 --> 00:50:34.950
This also engenders a potential lived effect for teachers through another unproblematized silence. So, despite the so the universal resources Hub that I mentioned being intended to save teachers. Time, the policy potentially overlooks that, having more resources might actually increase demands on teachers, time to customize and differentiate materials for student cohorts.

233
00:50:34.950 --> 00:50:48.400
and I think there's potentially also a kind of misunderstanding and undervaluing of the complexity of that work. which is made discursively possible through the positioning of differentiation and planning as a largely administrative work.

234
00:50:48.530 --> 00:51:03.520
indeed, there is a general assumption in the policy around how time is experienced, reflected in the idea that provision of resources will necessarily save time. But understanding teachers work in terms of simple clock time rather than dynamic, contingent contextualized.

235
00:51:03.520 --> 00:51:22.799
I would say, is a little bit limited. We would argue that teachers work is changeable and unpredictable, and that not all of teachers. Time is equal. So you know, the policy makes comments about how they'll save teachers 50 h of work over the year. but this is maybe a little bit reductive, because teachers, time probably can't be quite so easily quantified and measured.

236
00:51:22.990 --> 00:51:36.990
it also depends a little bit on where time is saved. Right? So saving time might not actually be good if the time that's being saved is really central to how teachers understand their role in their professional identity.

237
00:51:37.220 --> 00:51:38.529
I can listen to me.

238
00:51:38.970 --> 00:51:56.230
and that's really the, I suppose the core point that I want to make, and the sort of most important potential effect of the policy which is a subjectification effect on what it means to teach and be a teacher via a marginalisation of the creative and intellectual work that's done outside of the classroom, and

239
00:51:56.230 --> 00:52:20.179
just quickly, we think this is quite important, because it's in contrast to what we've seen from teachers previously. So with the same research team. we did a workload survey of teachers over 18,000 teachers in New South Wales in 2,018, where they reported wanting more time for lesson planning. They don't want to do less lesson planning. They want more time to do it. But this policy is saying, well, we'll save you time by taking away this thing that's really important to you.

240
00:52:20.660 --> 00:52:35.810
I'm aware I'm running out of time. So just really quickly. I'll just say on that point that you know. This this kind of response did to some extent come about because of that survey which was commissioned by the teachers Union, and then

241
00:52:35.810 --> 00:52:57.720
got sort of ballooned out and expanded into a bunch of other, you know, strikes. And there was a very high profile. Gallup inquiry and a bunch of other things. and this this policy kind of came in response to that. So it's really interesting to see the way in which it's kind of morphed into being about streamlining and about sort of taking away these potentially core aspects of teachers. Work.

242
00:52:57.760 --> 00:53:02.330
I'll skip through that a little bit and jump to my conclusions, I think.

243
00:53:04.100 --> 00:53:26.389
so some concluding thoughts. So while the Qtp. Is presented in the guise of workload reduction and saving teachers, time, our analysis suggests that the solution is constructed more in terms of improving the efficiency, streamlining of processes rather than removing or reducing requirements and demands on teachers. There's a potential deskilling here through, in particular, that suggestion around centralized lesson planning

244
00:53:26.390 --> 00:53:40.670
and you know whether the potential deskilling indicated by the policy is an intention of the education bureaucracy or a by-product of workload problem representation and genuine effort to reduce workload is not clear. So I'm not saying this is intentional.

245
00:53:40.670 --> 00:53:57.530
but I think in either case the analysis, I think, raises important questions about how teacher, professional identity, teacher, quality and practice are conceptualized by governments today. And I need to kind of continue to pay attention to that, because it may be becoming a space in which sort of

246
00:53:57.740 --> 00:54:03.789
yeah, teachers work might be redefined in ways that we don't want it to be. So that's all. Thank you.

247
00:54:10.040 --> 00:54:10.720
Okay.

248
00:54:33.450 --> 00:54:41.290
and just press. Enter to advance the slides. Okay.

249
00:54:43.930 --> 00:54:44.600
thanks.

250
00:54:49.800 --> 00:54:52.720
Good afternoon.

251
00:54:52.910 --> 00:55:02.340
I would like to to thank the session organizers for selecting my abstract to be presented today.

252
00:55:02.680 --> 00:55:14.630
I will present some preliminary findings on my research projects on the high school. He formed in the teaching condition. then

253
00:55:14.790 --> 00:55:19.360
her only initial application applications of date

254
00:55:20.320 --> 00:55:21.540
a

255
00:55:22.040 --> 00:55:36.260
in 2,000 and 17. But as you pass it, a new wall that changed it. You high school. This law introduced a new organization

256
00:55:36.280 --> 00:55:40.800
based on areas of knowledge.

257
00:55:43.840 --> 00:55:52.439
The law also introduced a class ores on the new cohicular components, such as life project world of work.

258
00:55:52.740 --> 00:55:56.290
scientific initiation and digital cultures.

259
00:55:57.360 --> 00:55:59.540
They have form increased

260
00:56:00.600 --> 00:56:05.460
students class ours and teachers work low.

261
00:56:05.500 --> 00:56:10.849
It also allow 20% of class hours to be online

262
00:56:12.940 --> 00:56:14.799
the contest. Brazil

263
00:56:15.120 --> 00:56:20.260
is a diverse and highly unequal country.

264
00:56:21.190 --> 00:56:24.160
It's requiring the structural

265
00:56:24.390 --> 00:56:31.369
its former past as a colony that drive it on. Slavery.

266
00:56:32.050 --> 00:56:43.579
Access to education in Brazil, historically, has been a privilege of the elites and middle class. Elementary school is education

267
00:56:43.680 --> 00:56:49.950
was universalized only in the end of the twentieth century.

268
00:56:54.630 --> 00:57:04.590
We contend that the high school have formed a social difference among middle class elites and working class students.

269
00:57:06.040 --> 00:57:07.750
or

270
00:57:08.960 --> 00:57:20.310
all students focuses and the implications of the there is a farm on the teaching profession. The research is being held in Portuguese.

271
00:57:21.160 --> 00:57:24.170
the capital of Yogurangi do so.

272
00:57:26.510 --> 00:57:34.619
This study comprise of mixes methods that approach combine qualitative and quantitative data

273
00:57:34.630 --> 00:57:37.240
collections and analysis

274
00:57:40.010 --> 00:57:46.900
on the main problems of the high school. A farm is, that is the hager that

275
00:57:47.450 --> 00:57:57.709
teachers acknowledged and class home expertise. In this design. The farm has been imposed to bottom

276
00:57:58.380 --> 00:58:08.519
in a political context with little Arnold or no deal with civil society in budget allocation

277
00:58:08.600 --> 00:58:10.010
is he?

278
00:58:10.070 --> 00:58:13.270
We want students. Diverse demands.

279
00:58:13.330 --> 00:58:18.449
impoverishment, and the politicization

280
00:58:18.600 --> 00:58:21.000
of the teaching profession

281
00:58:23.430 --> 00:58:24.600
below

282
00:58:24.980 --> 00:58:35.480
a force. The dual is and primary primary education between the school for the poor and the school for the privilege.

283
00:58:36.150 --> 00:58:38.129
The Z.

284
00:58:38.530 --> 00:58:45.869
Of schools, and perpetuates the reproduction of educational and social inequalities.

285
00:58:50.180 --> 00:58:53.330
The first 22 answers

286
00:58:53.470 --> 00:58:55.459
to our questionnaire

287
00:58:55.480 --> 00:59:01.910
show that whilst teachers feel the new coherence doesn't meet students, needs

288
00:59:02.570 --> 00:59:13.149
the new high school further fragmented, the Cohicle, undefeated as she shell subjects, such as sociology, which

289
00:59:13.160 --> 00:59:15.400
which comprise only

290
00:59:15.460 --> 00:59:19.450
1 50 min, is weekly class.

291
00:59:20.860 --> 00:59:24.489
They have also, he uses math.

292
00:59:24.610 --> 00:59:33.709
Portuguese philosophy, history, and geography class ours to allow time for the new subjects

293
00:59:36.070 --> 00:59:42.549
teacher also. So the new high school doesn't contribute education for democracy.

294
00:59:42.680 --> 00:59:47.389
It's also intensely focused and entrepreneurship.

295
00:59:50.370 --> 00:59:51.930
The new subjects.

296
00:59:51.970 --> 01:00:03.539
such as world of word, offer no preparation for teachers, and are dealt with in very different ways

297
01:00:05.040 --> 01:00:14.980
as a top bottom policy. There was no concern about involving teachers in this discussion about the content of the he

298
01:00:16.750 --> 01:00:19.729
more over most high school need

299
01:00:19.770 --> 01:00:26.439
to be exposed in terms of personal research, school infrastructure.

300
01:00:26.650 --> 01:00:33.960
and the provision of what is expected from this new high school

301
01:00:39.280 --> 01:00:42.950
in the

302
01:00:43.110 --> 01:00:44.800
new subjects

303
01:00:45.010 --> 01:00:52.010
not only heeduce the class arts for each topic. That teacher, especially the

304
01:00:52.200 --> 01:00:58.970
in it, also increase the workload in preparation for the new subjects

305
01:00:59.040 --> 01:01:09.650
to complete working hours. Teacher also had to take additional class or topics in the same school to complete working wars, contracts

306
01:01:11.460 --> 01:01:15.110
on their payment, long working hours.

307
01:01:15.210 --> 01:01:21.820
and persistent in French to to raven us, make teachers feel on their violent.

308
01:01:25.220 --> 01:01:29.320
In addition to the school infrastructure.

309
01:01:29.560 --> 01:01:35.690
Salad's concerns and student lack of in Terrace. she just

310
01:01:36.040 --> 01:01:45.389
now have to content with the zonization and segmentation of the cohortion which is seen as a curse.

311
01:01:47.730 --> 01:02:03.900
Its students complain that new subjets are not related related to University's entrance exams. We also seen the Us. Needing more professional and technical formation.

312
01:02:05.950 --> 01:02:14.130
Judging By the teacher's perception. the he has brought, he, Cohen, implications

313
01:02:14.260 --> 01:02:16.929
for their mental health.

314
01:02:17.550 --> 01:02:18.890
the feelings

315
01:02:19.180 --> 01:02:30.609
that the new high school has a roles that indicate there are no willingness and the motivation to our his implementation.

316
01:02:34.860 --> 01:02:37.429
In conclusion, teachers

317
01:02:37.570 --> 01:02:38.990
technology

318
01:02:39.230 --> 01:02:48.099
that new high school does not address the needs, the needs of students who express indignation and the

319
01:02:48.370 --> 01:02:53.140
of the reform, especially regarding its limitations.

320
01:02:53.330 --> 01:02:59.989
Limitations sorry on future student access to high-air education.

321
01:03:01.070 --> 01:03:11.910
The new High School further fragmented the Cohicle on Diplomatic. The critical subjects by heeducing

322
01:03:11.980 --> 01:03:20.699
the class Rs. Are essential subjects, and including what they consider superficial content.

323
01:03:23.820 --> 01:03:35.750
Both teachers do not see attention main giving to the political democracy education of students and the new high school cohort.

324
01:03:37.200 --> 01:03:44.250
The focus is primarily in the job market emphasizing entrepreneurship.

325
01:03:44.700 --> 01:03:52.929
The lack of school infrastructure labs, Internet equipment and teachers workload show

326
01:03:52.980 --> 01:03:57.099
should be addressed before a particular change.

327
01:03:57.500 --> 01:04:06.129
Teacher recognized that the new high school was a top-down policy without any discussion with

328
01:04:06.180 --> 01:04:08.360
teachers are students.

329
01:04:09.840 --> 01:04:16.160
The teachers themselves take the Institute to listen to the students regarding the content.

330
01:04:16.790 --> 01:04:19.929
The effects on teachers. Working

331
01:04:19.990 --> 01:04:25.909
conditions evaluate the police size and undermine the profession

332
01:04:26.360 --> 01:04:27.610
all over.

333
01:04:28.050 --> 01:04:34.890
They have suffered an increase in workload, and number of students.

334
01:04:37.320 --> 01:04:39.800
Finally. teachers

335
01:04:41.370 --> 01:04:45.249
perceive that we have form has implications

336
01:04:45.280 --> 01:04:47.180
for the mental health.

337
01:04:47.450 --> 01:04:54.430
causing feelings that interfere with the emotional and motivational state.

338
01:04:55.030 --> 01:05:00.259
The Cohen High School, a farming in Brazil as the initial date

339
01:05:00.570 --> 01:05:03.070
in this. So the same

340
01:05:03.390 --> 01:05:10.120
depends educational and social inequality in the country.

341
01:05:10.820 --> 01:05:14.299
Thank you very much for your attention.

342
01:05:23.750 --> 01:05:30.949
And so our last specification will be a virtual one, and that is titled, I out there realized that I

343
01:05:33.260 --> 01:05:37.780
teachers work down into that there. The

344
01:05:39.700 --> 01:05:44.240
Đurđica Degač: okay, I will share my screen.

345
01:05:45.360 --> 01:05:54.210
Đurđica Degač: okay, the technical assistance needs to enable the sharing for me.

346
01:05:54.240 --> 01:05:56.730
Đurđica Degač: So I'll just wait the moment.

347
01:05:56.760 --> 01:05:58.479
Thank you.

348
01:05:59.630 --> 01:06:00.870
Okay.

349
01:06:01.610 --> 01:06:03.399
thank you

350
01:06:03.930 --> 01:06:04.970
the

351
01:06:07.360 --> 01:06:10.370
okay. I've stopped my sharing. It's all over to you.

352
01:06:10.500 --> 01:06:11.689
Đurđica Degač: Thank you.

353
01:06:13.920 --> 01:06:17.110
Đurđica Degač: Okay. you hear me? Well, as I

354
01:06:17.300 --> 01:06:29.490
Đurđica Degač: so and I will. Just I. I just want to you you to confirm if that you see the slides. And you see changing on the slides.

355
01:06:30.120 --> 01:06:33.149
Yes, yes, okay, thank you very much.

356
01:06:33.170 --> 01:06:52.140
Đurđica Degač: Okay. I'm Julie to David. I work at the faculty of humanities and social sciences in Croatia, and today I will be presenting you. narrative of an analysis of female teachers, work, family trajectories, and their intentions towards leaving the profession.

357
01:06:52.180 --> 01:07:17.470
Đurđica Degač: first of all. I will would like to say something about the teaching profession, which was traditionally not being recognized as a complete profession by some authors, because it likes some of the characteristics the full professions have, and it is perceived as a semi profession, like other professions in which the women predominate.

358
01:07:17.820 --> 01:07:26.490
Đurđica Degač: But the prestige is relatively stable along with some other semi-professions, but lower than traditionally recognized professions

359
01:07:26.510 --> 01:07:45.250
Đurđica Degač: such as law, medicine, architecture, etc. The reasons for not being recognized as a complete profession the others. Some emphasize the lower statues shorter training, more specialized body of knowledge

360
01:07:45.350 --> 01:07:48.650
Đurđica Degač: less autonomy, etc.

361
01:07:49.000 --> 01:07:58.639
Đurđica Degač: And now I will be focusing on leaving teaching, which is an issues in a lot of countries. in Croatia, not so much. But

362
01:07:58.650 --> 01:08:24.790
Đurđica Degač: it is starting to be the teaching. A living, teaching or teacher. Attrition is one of the forms of Teacher Turner, along with the school transfer or migration to another school and change of the teaching area. and leaving teaching refers to leaving completely teaching employment because of other occupation, or just the

363
01:08:25.080 --> 01:08:30.509
Đurđica Degač:  but not because of the retire retirement

364
01:08:30.810 --> 01:08:58.460
Đurđica Degač: The higher risk of leaving teaching have early career and experience teachers, teachers in special education programs and mathematics and science teachers in Croatia. 27% of upper secondary school teachers expressed the desire to leave the profession within the next 5 years. But because the contextual the context is not very

365
01:08:59.510 --> 01:09:31.099
Đurđica Degač:  the context in Croatia is not favorable for leaving the profession. A lot of teachers stay in the profession, even though they are not satisfied, satisfied. with some parts of the profession the profession teaching profession. In the you you context, there are some problems related to the attractiveness on profession, but not in all EU countries, such as shortages of teachers

366
01:09:31.100 --> 01:09:56.889
Đurđica Degač: oversupply aging go to teaching population high leaving rates from the profession and shortage of students in initial teacher education at high drop of rate from initial feature, education in creation, we have shortage of teachers for such a certain subject and the shortage in some geographical areas, but also also oversupply

367
01:09:56.900 --> 01:09:59.180
Đurđica Degač: increase in so a context

368
01:09:59.340 --> 01:10:21.950
Đurđica Degač: at the level of education that authorities. We do not have a systematic monitoring of data and planning regarding teacher turnover. And but we have some information that there is a shortage of teachers from stem fields and the ICT subjects today.

369
01:10:22.000 --> 01:10:50.850
Đurđica Degač: teachers in grace will perceive their profession as demanding and undervalued. They emphasize difficulties so primarily related to the education system, such as such as the inadequate curriculum, frequent changes in education policy under evaluation of teaching work, insufficient selections, and a feminization of the profession, and but the despite all that

370
01:10:50.850 --> 01:10:58.529
Đurđica Degač: a lot of teachers around the 80% of them. they report satisfaction with their work.

371
01:10:58.560 --> 01:11:09.429
Đurđica Degač: but they do not think their profession is valued in society. Most of them think that the profession is not valid in society, and by the education authorities

372
01:11:09.720 --> 01:11:11.580
Đurđica Degač: and

373
01:11:12.060 --> 01:11:18.439
Đurđica Degač: why am I putting emphasis on gender issues? Because I selected 3 cases.

374
01:11:18.530 --> 01:11:31.599
Đurđica Degač: 3 cases of female trajectories. I have to emphasize the gender issues, because in creation we have inequalities between men and women. In the field of work.

375
01:11:31.600 --> 01:11:51.859
Đurđica Degač: there is low rate of women women's work, activity, greater exposure to economic poverty, etc., in Croatia the gender equality index is lower than at at the Uu level. so it is a 60.7

376
01:11:51.910 --> 01:12:03.710
Đurđica Degač: points out of 100, which would mean that the the full equality is reached. So there is gender embellish in the education which is shown by

377
01:12:03.750 --> 01:12:31.600
Đurđica Degač: the. For, for example, a lot of teachers are female, but less of them hold principal positions. that is similar in other countries as well. regarding gender issues earlier research, it did not provide an an equivocal answer to whether female or male teachers leave the teaching profession to a greater expense.

378
01:12:31.730 --> 01:12:33.540
Đurđica Degač: But

379
01:12:34.110 --> 01:12:51.220
Đurđica Degač: Since the teaching profession is a female dominating occupation, it can have different implications for women's and men's situations. So they there could be re different reasons for they're leaving the profession.

380
01:12:51.730 --> 01:13:11.339
Đurđica Degač: Some research also emphasize that gender may serve as a moderator between some factors and teacher turn over intention. But more research is needed regarding that. And because of that, qualitative research is quite important. so the objective of this.

381
01:13:11.340 --> 01:13:34.970
Đurđica Degač: a presentation is to examine the reasons for staying, leaving and returning to the teaching professions while analyzing the development of teachers, private lives, and changes in their attitudes towards teaching. 3 cases were selected, and the research is based on the larger study for the preparation of a doctoral thesis, one

382
01:13:34.970 --> 01:13:44.690
Đurđica Degač: mit. Ctl. And and the methods various qualitative methods were used, the the combined narrative and semi-structured interview, 250,

383
01:13:44.750 --> 01:13:49.289
Đurđica Degač: which was implemented last year.

384
01:13:49.730 --> 01:13:53.829
Đurđica Degač: interviews were conducted with 3 categories of teachers

385
01:13:53.920 --> 01:14:09.280
Đurđica Degač: erez agmoni Those who left the profession, those who want to leave the profession and those who want to stay in the profession, and most of them were a female, a total of 22 participants, 150

386
01:14:09.530 --> 01:14:15.490
Đurđica Degač: we're interviewed. And for this

387
01:14:15.520 --> 01:14:23.480
Đurđica Degač: this presentation, I chose 3 3 examples of experienced teachers, narratives

388
01:14:23.560 --> 01:14:34.550
Đurđica Degač: So this, this paper is based on narrative analysis of their stories. the guidance for the

389
01:14:34.630 --> 01:14:52.099
Đurđica Degač: narrative analysis is that the the personal narratives of the teachers are deeply social. So we have to regard to the context in which of these their lives developed both their professional and personal lives and the plot development,

390
01:14:52.670 --> 01:15:12.550
Đurđica Degač: regarding their attitudes towards teaching and their intention to leave or to stay in the profession could be different, based on the Kubernetes Mackenzie. They be blood development types, such as progressive, regressive, and cyclical, 150

391
01:15:13.350 --> 01:15:25.630
Đurđica Degač: So in the in this narrative analysis special analysis is paid to the sequence of events. So the the presentation is,

392
01:15:26.050 --> 01:15:30.329
Đurđica Degač: that includes temporal. dimension

393
01:15:31.630 --> 01:15:47.939
Đurđica Degač: I will skip this part about, so I can return to that further in the discussion. So I would like to emphasize the selected cases now, so these are all cases under pseudonyms.

394
01:15:47.940 --> 01:16:14.430
Đurđica Degač: These are all experience teachers, Anita, Helena, and Vera. I need to live the profession to leave abroad with her partner. Helena left the profession, wanting to start her own business, but then return to the profession, and Vera consider leaving on several locations. But the did not leave. I mean it is 58 years old, the Helen of 51, and that a 60 All of them have children.

395
01:16:14.710 --> 01:16:21.240
Đurđica Degač: and Helen, and there are stem teachers, and Anita is a language teacher.

396
01:16:21.440 --> 01:16:43.050
Đurđica Degač:  now I will start with Anita story this is a narrative of burnout and leaving teacher teaching, but because but she left the teaching because her husband got a permanent job abroad he was working abroad

397
01:16:43.080 --> 01:16:58.289
Đurđica Degač: previously also, and she also left the previous job her first job because of her husband's job. So that was not the first time she left the profession, but she was negotiating

398
01:16:58.290 --> 01:17:17.329
Đurđica Degač: the leaving leaving the profession. So Here is also indicated the line for husband and child, and we can see the regressive plot line up the development of Anita. And the here is a quote about her

399
01:17:18.150 --> 01:17:19.920
Đurđica Degač: about her

400
01:17:20.070 --> 01:17:35.700
Đurđica Degač: attitudes to work work. And she emphasizes that you can only do that job if you love it with all your heart and all your so but because of all the problems which are in that job.

401
01:17:35.700 --> 01:17:56.719
Đurđica Degač: and she stated that as the years passed the situation was worse. She mentioned that for the first 20 years of teaching teaching. She enjoys that job. But for the last 10 years she felt the burden of

402
01:17:58.240 --> 01:18:03.080
Đurđica Degač:  Oh,

403
01:18:03.310 --> 01:18:16.069
Đurđica Degač: erez agmoni students wanted higher grades, and also different factors came into play, and the situation for her was the worst, not better, as she states.

404
01:18:16.180 --> 01:18:45.629
Đurđica Degač: she was satisfied, but she felt that the pressure and she felt that the she didn't have the support and because she had the opportunity because of her husband left got a permanent job she left with him, and she's now an unemployed person So so she didn't got a new job after leaving teaching.

405
01:18:45.690 --> 01:19:09.710
Đurđica Degač: and she also mentioned that because for the first year she went as she went on UN unpaid leave, and she mentioned that she realized that she didn't piece the job at all. The job itself the job of teaching grading but she missed her colleagues, and the children.

406
01:19:11.160 --> 01:19:34.969
Đurđica Degač: I I have to emphasize some things about the family and households. She left the job teaching good job because she had the opportunity to leave it. And She always had help regarding her child. they hired a person who could take care of her one child

407
01:19:36.210 --> 01:19:53.080
Đurđica Degač: Helena's story is the narrative of professional experimentation, and the teaching profession was her first choice. She left the teaching as for 4 years We can see here that she has 4 children and

408
01:19:53.080 --> 01:20:07.249
Đurđica Degač: She didn't want to leave the teaching profession when the children were small, but as as they were grown growing up she felt the need to

409
01:20:07.250 --> 01:20:35.520
Đurđica Degač: to fulfill her ambitions, because she mentions that she is very ambitious and a bit ambitious, and she wants to realize the goal she is set for herself. But she didn't have the opportunity to do this. So you. She mentioned that you really don't have the time to if you want to be. If you want to do the work of high quality the work of

410
01:20:35.520 --> 01:20:50.650
Đurđica Degač: the taking care of children the work of teaching and other and other work she's set for herself, and because of that she missed some of the opportunities

411
01:20:51.220 --> 01:20:58.110
Đurđica Degač: she returned to to the profession because because her business

412
01:20:58.110 --> 01:21:23.899
Đurđica Degač: big was not successful, but also she changed her attitudes towards work. So so she's now more inclined to leave teaching for example, for the principal position, or to work in a business again. she mentioned that she was. She left because it was suffocating, suffocating her.

413
01:21:23.930 --> 01:21:29.699
Đurđica Degač: she was dissatisfied, but she mentioned that the pupils didn't feel it

414
01:21:31.030 --> 01:21:35.079
Đurđica Degač: because she gave 100% of herself.

415
01:21:35.300 --> 01:21:56.340
Đurđica Degač:  she she spent a lot of time taking care of a family and household obligations so but she blames her character for that. She made a change in that when she started her business.

416
01:21:56.550 --> 01:21:58.860
Đurđica Degač: So

417
01:22:00.130 --> 01:22:15.590
Đurđica Degač: erez agmoni and the the the last. The narrative is the narrative of Vera, the narrative of accepting the teaching position she minutes left. Thank you.

418
01:22:15.650 --> 01:22:37.580
Đurđica Degač: she She didn't want to be a teacher at the start, but as she stated, it was a combination of fortunate and the fortunate circumstances to become a teacher, and then she stayed as a a teacher because of these fortunate and unfortunate circumstances. One.

419
01:22:37.580 --> 01:22:57.509
Đurđica Degač: so we can see that her plot development is quite cyclical. And she had 2 children when her children were small she she wanted to leave the profession, but she stayed because she

420
01:22:57.900 --> 01:23:14.749
Đurđica Degač: she was a single parent. We didn't see that with the marriage with her first husband did last quite long. So so she was a single parent, and she stated that the teaching job

421
01:23:14.860 --> 01:23:21.160
Đurđica Degač: left her enough time to to focus on her children as she wanted to.

422
01:23:21.170 --> 01:23:32.169
Đurđica Degač: she didn't want to work as a teacher, and she had a job. At the beginning of her career. She was working

423
01:23:32.170 --> 01:23:51.930
Đurđica Degač: part time as a teacher and part time and Formerly she was employed at the university, but because of the war and because of her pregnancy she returned to her to hometown, and then she stayed to work there as a teacher.

424
01:23:53.190 --> 01:24:14.169
Đurđica Degač: and we can see as she her career develops, she has a less inclination to leave the teaching. because she thinks there is no point in leaving now. She is 60 years old, and she is almost

425
01:24:14.200 --> 01:24:35.740
Đurđica Degač: at the retirement age and the her work attitudes. She says that as far as her is she's concerned, she would never come to work to the school, but she actually found out that she likes doing the teaching job. She likes working with children. So

426
01:24:36.340 --> 01:24:52.899
Đurđica Degač: And some of the reasons because she wants to. I wanted to leave was because of the money, but she didn't have a lot of opportunities there, and the school provided the adequate schedule for her children

427
01:24:52.980 --> 01:24:54.190
Đurđica Degač: so.

428
01:24:54.840 --> 01:25:22.939
Đurđica Degač: and to conclude the plot, developments of 3 selected cases were regressive, Anita regressive with a tendency to be cyclical in the future Helena who left and then return to the profession and cyclical with the progressive and Vera, because she's near the retirement. If we apply Cooper and Mackenzie Davey for development type types.

429
01:25:22.990 --> 01:25:50.829
Đurđica Degač: But we have to also State that teachers always negotiate the choice of their profession regarding their position on the labor market, their family obligations, and finally their attitudes and satisfaction with the teaching job. We see here that family obligations for some teachers were quite important for their leaving or not leaving the profession

430
01:25:51.240 --> 01:26:03.440
Đurđica Degač: erez agmoni. So it is important to emphasize the reason reasons for leaving, for example, Anita left teaching because of family reasons, but where I did not live teaching because of family reasons. One.

431
01:26:03.560 --> 01:26:21.640
Đurđica Degač: So further research is needed because quantitative research, which is done mit Ctl. And on a teacher. Attrition can only provide the partial, a partial answers on the importance of gender. If teachers, private lies, and their 150,

432
01:26:21.670 --> 01:26:29.490
Đurđica Degač: usually not taken into consideration, such as family and households. Obligations are not taken into consideration.

433
01:26:29.510 --> 01:26:57.189
Đurđica Degač: So for the research has to take into consideration. also teachers, family and household obligation while checking the reasons for a living, teaching. And thank you very much. This is everything I wanted to share with you and thank you for your attention. you can contact me if you have any more questions.

434
01:26:57.290 --> 01:26:58.489
Đurđica Degač: And that's it.

435
01:26:59.790 --> 01:27:00.460
Thank you.

436
01:27:04.560 --> 01:27:20.319
Okay, so we've now concluded the presentation. So I'll open up the rest of the session about 20 min exactly to any questions and answers that are questions that you might have for any of the presenters. most of us in the room are

437
01:27:20.430 --> 01:27:22.789
very much professionally interested in.

438
01:27:23.660 --> 01:27:43.340
Oh, sorry. Okay, or have been a part of this session in some way, in terms of presenting right? So that's great, because I could see, you know, just our engagement across the board with the different presentations. But now, for those online and those in the room. Are there any questions?

439
01:27:49.040 --> 01:27:49.880
Okay.

440
01:27:54.940 --> 01:27:55.980
the the

441
01:28:13.170 --> 01:28:16.769
that we need to.

442
01:28:22.160 --> 01:28:22.820
for

443
01:28:27.120 --> 01:28:28.540
it's not working.

444
01:28:31.440 --> 01:28:39.980
If you want to speak from up here. This might be a good way to do it, so that the people online can see you too.

445
01:28:50.060 --> 01:28:55.240
Thank you for the questions.

446
01:28:55.410 --> 01:29:01.940
 they have

447
01:29:02.950 --> 01:29:12.510
with a well. in 20, actually, in 20

448
01:29:12.650 --> 01:29:15.259
7, 7 and 16.

449
01:29:15.690 --> 01:29:21.380
 So government

450
01:29:21.760 --> 01:29:23.130
after

451
01:29:23.720 --> 01:29:29.860
 President, Duma.

452
01:29:41.040 --> 01:29:44.839
Put the the the law

453
01:29:45.730 --> 01:29:49.790
 out this good discussion

454
01:29:50.150 --> 01:30:07.320
with teachers or students, or we're in teachers, organizations or research organizations. So

455
01:30:07.580 --> 01:30:14.460
this is a farm is product of authoritarism. This moment

456
01:30:14.530 --> 01:30:19.140
include the perspective

457
01:30:19.290 --> 01:30:23.630
of the capital, the Mercury.

458
01:30:24.030 --> 01:30:26.830
The market! sorry!

459
01:30:27.090 --> 01:30:34.420
 My English, It's not very well.

460
01:30:35.890 --> 01:30:42.180
 now,

461
01:30:42.590 --> 01:30:44.600
have

462
01:30:45.320 --> 01:30:47.580
students.

463
01:30:48.010 --> 01:30:57.340
manifestation you are discontent, man with the and cheers to

464
01:30:58.190 --> 01:31:02.300
 I think that's it.

465
01:31:02.790 --> 01:31:04.240
More or less.

466
01:31:12.010 --> 01:31:16.580
Are there any other questions, either from those online or those in the room.

467
01:31:17.820 --> 01:31:19.900
Yes. I,

468
01:31:27.140 --> 01:31:33.100
Hi, I have a questions for the last presentations. Is it

469
01:31:33.200 --> 01:31:34.370
that that

470
01:31:34.610 --> 01:31:47.380
I I hope I'm not spelling one with your name. In your presentation you have shown research findings about the teachers have

471
01:31:47.390 --> 01:31:49.210
high

472
01:31:49.350 --> 01:32:04.039
works the discussions right? But they have a very high, also high. Intentions on leaving. their job. So can you tell us a bit more about this phenomenon?

473
01:32:05.980 --> 01:32:14.240
Đurđica Degač: Okay, thank you for your question. This is all from previous research done in Croatia.

474
01:32:14.620 --> 01:32:34.869
Đurđica Degač: A lot of teachers. The questions regarding their satisfaction with work are mainly because of their work with children, and most of the teachers are satisfied with their work with students. Other other factors are coming into play when Because

475
01:32:34.870 --> 01:32:51.430
Đurđica Degač: For their dissatisfaction, and for their reasons for wanting to leave, such as low salaries in Croatia they're really low salaries for teaching jobs, and the teachers are paid less than other

476
01:32:51.770 --> 01:33:00.059
Đurđica Degač: other similarly educated professions. So that is one of the reason we

477
01:33:00.060 --> 01:33:21.790
Đurđica Degač: reasons. And so they are satisfied by, but also have the intention. This th. The research I quoted was the only one. It is from an Ocd. Of study from 2,018 for they as teachers if they want to.

478
01:33:21.950 --> 01:33:31.579
Đurđica Degač: for how? How long? They want to work as a teachers, as a teacher and this is only for

479
01:33:32.580 --> 01:34:01.219
Đurđica Degač: upper Secondary school teachers. So they're they're hardly They're more dissatisfied with with their profession, and they have more ambitions. But the teachers on the lower level levels They do not want to leave their profession as much as the teachers at the that level. So there, there are some to the

480
01:34:01.410 --> 01:34:25.370
Đurđica Degač: we have to. compare this data a bit better. Maybe I didn't do it that well, in the presentation. So I didn't make it too clear. But there, there are differences because of the levels of education and the reasons they want to leave. But the they. They do not have the opportunity because of the work market

481
01:34:25.470 --> 01:34:26.620
Đurđica Degač: in Croatia.

482
01:34:27.390 --> 01:34:30.839
Hmm, yeah, thank you. Thank you for a coverification.

483
01:34:42.570 --> 01:34:44.639
Are there any other questions.

484
01:34:47.260 --> 01:34:51.049
Oh, laks me, did you have your hand up?

485
01:34:56.250 --> 01:34:57.210
Okay?

486
01:34:57.580 --> 01:35:14.869
okay. Well, if if actually does have a question later, then please feel free to ask it. I do have a one question, or actually possibly a set of questions that can be answered by the entire group. so the first part of the question is, what are the broader implications of your work?

487
01:35:14.870 --> 01:35:29.990
and what ways do you feel? Your work advances our understanding of teaching in the teaching profession. And then how may the work that you presented today connect to other research that you've done? namely, any publications or other presentations you've given.

488
01:35:31.080 --> 01:35:32.920
and anyone can start.

489
01:35:34.040 --> 01:35:54.069
Nayani: I was, I think, the first. So what I feel is as I said in my presentation as well. It was born in the times of Covid. This whole work, and the fascination to understand. So my doctoral dissertation is mostly related to higher education and understanding or development of the idea of University in India.

490
01:35:54.190 --> 01:36:17.109
Nayani: so which I'm supposed to submit this year. So but within that when I look at stakeholders, so I feel like. in the Indian context, at least, I can say that. when we talk about the stakeholders of education features, even though they are represented in the national curriculum frame of design and everything but the research on teachers and the agency, and as a stakeholder in the education system, that is,

491
01:36:17.230 --> 01:36:37.320
Nayani: it's very less to be very honest, and it has also become a parent in the art of presentations. I followed in this session that you know somewhere when they are talking about features, there is an undermining of the agency of the teachers. In fact, you know, the role is to more define what like, you know, the government or the political agencies defined it, or how the society expects it to be rather than the teacher having an agency.

492
01:36:37.520 --> 01:36:48.139
Nayani: So in that sense, I think. you also have had volunteer teaching experiences in some villages in India, especially in the Himalayan region. So given that

493
01:36:48.170 --> 01:36:57.590
Nayani: I want to, you know, sort of work in this direction. Once I complete my Phd. In the direction of, you know, bringing in the idea that teachers should be given more agency.

494
01:36:57.600 --> 01:37:15.019
Nayani: and especially in India, with the Nep. N. You. National education policy coming in. Actually, there is an undermining order to emergency which I think corresponds to the third presentation that happen on Australia, as well how to reduce the role of by saying that reducing the administrative goal actually there reducing the teaching node in some sense.

495
01:37:15.140 --> 01:37:19.000
Nayani: So sort of in that direction, I would want to take my.

496
01:37:20.960 --> 01:37:22.110
thank you.

497
01:37:23.350 --> 01:37:27.210
Anyone can go next. It was a question for everyone.

498
01:37:30.510 --> 01:37:35.910
Okay.

499
01:37:42.180 --> 01:38:00.569
So I also can follow her points. she mentioned the agency like in my presentations, teacher emotions, and also how to deal with the the ethical dilemma in everyday. So agency is also a key capacity for the teachers, because

500
01:38:00.760 --> 01:38:01.850
a

501
01:38:01.910 --> 01:38:25.430
the people's we all have an emotion in every day. But in when we're doing with the difficulties or some challenges in our daily at everyday teaching, so agency being an agency and energetic agency is, so far as is I think, for for every professional should have

502
01:38:25.430 --> 01:38:50.630
so and also for further, my research I would like to to analysis more cases, although the cases is not, cannot we cover, or but once we have more cases, we can dispay with our professional, so they can learn more about how to do with the situation.

503
01:38:50.750 --> 01:38:51.730
Thank you.

504
01:39:03.920 --> 01:39:07.849
and I bring my support.

505
01:39:08.780 --> 01:39:22.050
 The

506
01:39:32.200 --> 01:39:43.730
his last research was in a peripheral school in a city called Alvarad, in with teachers, students, and the community.

507
01:39:44.440 --> 01:39:46.130
And

508
01:39:54.510 --> 01:39:58.379
so. But I have a some qualcommunication. Dodge can add a comedy dodge.

509
01:40:12.560 --> 01:40:16.459
I have a some interest

510
01:40:16.600 --> 01:40:20.079
as families. The sales owns.

511
01:40:20.250 --> 01:40:40.359
This work was also an extension work which included not only the approximation between the teachers and the community where they worked, but established a more. Opportunity opportunity for formation, for deepening the the the connections with the community and deepening their formation.

512
01:40:40.730 --> 01:40:46.550
Aguarakon aesthesia that he from the novo

513
01:40:57.290 --> 01:41:03.969
group to in the

514
01:41:04.110 --> 01:41:27.680
 he,

515
01:41:29.530 --> 01:41:54.459
okay, this research focuses on this reform of the high school in Brazil, which has been really top down in it has a a strong connection to a business entrepreneurship, including very big enterprise like Uber. who have a very deep interest in education in Brazil, and so they have been fomenting.

516
01:41:54.460 --> 01:42:00.749
Deep changes, and this high school reform has a lot to do with it.

517
01:42:05.060 --> 01:42:16.940
Kiela, hedo, zoo inquiry, and a percento as discipline as the coins cement to academic.

518
01:42:31.800 --> 01:42:57.190
And one of the futures of this reform is the reduction of the subject class hours that were traditionally distributed, and during the 3 years of high school they were 90 periods. Of this class they were reduced to 54, and in this reduction they put some different subjects like world of work, and they are biology, teachers, math teachers.

519
01:42:57.510 --> 01:43:05.419
teaching world of work. You can imagine the variety and the confusion and whatever they are creating in classrooms.

520
01:43:05.510 --> 01:43:07.379
But I

521
01:43:16.680 --> 01:43:18.510
it's important to soccer

522
01:43:18.530 --> 01:43:24.389
a premiere at the Ella scale as professor, as non-sinville Vietnamese.

523
01:43:24.400 --> 01:43:27.519
The a farmer can continue with the have farmer.

524
01:43:33.640 --> 01:43:36.579
I had a years to unprocess.

525
01:43:36.760 --> 01:43:45.120
Okay, you just say that the teachers had were not involved in the implementation of the reform until 2,022

526
01:43:45.200 --> 01:43:52.659
right last year, and where they got in contact with what was demanded.

527
01:43:52.700 --> 01:43:57.500
Alyada, is some process with the precaution of the

528
01:44:07.810 --> 01:44:11.199
and sales professor as a professor

529
01:44:11.260 --> 01:44:14.310
in

530
01:44:14.330 --> 01:44:26.610
okay, the priorization of the the teaching profession. you seen, for instance, in the fact that 90% of teachers are with temporary contracts.

531
01:44:37.430 --> 01:44:41.750
Okay, this research also includes the

532
01:44:41.800 --> 01:44:44.349
information for the features.

533
01:44:44.870 --> 01:44:49.349
That's it. Thank you. Thank you.

534
01:44:59.060 --> 01:45:03.549
Okay. So we have 2 min left. Is there any last question?

535
01:45:05.490 --> 01:45:19.980
All right? Well, then. thank you so much. I would like to thank the presenters. And our wonderful is a volunteer as well as the audience for Today's wonderful session. I hope that you found this helpful and inspiring

536
01:45:21.000 --> 01:45:23.469
have enjoy the rest of your day.

537
01:45:24.080 --> 01:45:34.000
Thank you.