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Qualitative content analysis is used in this study to review related online education since the outbreak of COVID-19. The aim of this study was to summarize the impact of online teaching on the education industry during the pandemic, sum up the viewpoints of all kinds of people to draw conclusions, and conclude the practical countermeasures. Based on the result of the analysis, firstly, we think that students and teachers are satisfied with online education, but parents have expressed dissatisfaction with this kind of education. Secondly, this paper lists the advantages and common problems of online teaching during study at home from different aspects. According to deficits, we summarize the solutions from three aspects: network equipment, teaching, and self-adjustment. This research is of great significance. It is not only beneficial to the development of educational platforms and personalized teaching but also helps formulate education policy to reduce the burden of education.

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

In this paper, we investigate the pressures placed upon English teaching by neo-nationalist politics, particularly as it overlays existing neoliberal constraints. We focus on the experiences and perspectives of Brazilian teachers who are committed to critical language education even as it carries increasing risks to themselves. Interviews with five teachers are used to illustrate the ways in which their work is regulated through a form of power working through fear and threat of violence that has been termed (in)securitization (Rampton et al., 2022). By identifying the metapragmatic strategies adopted by teachers faced with hostile neo-nationalist (in)securitization, including through what we are terming border talk, teachers and other agents in other settings are in a better position to strengthen critical language teaching and, as a consequence, fight for a more democratic future.

This paper introduces the results of a situational analysis that correlates the desire to teach with the wish to progress in the teaching career. This paper is based on reference literature, official data, as well as surveys, questionnaires and semi-structured interviews that we carried out with teachers. This study is based on the research findings on the male teacher figure working in public primary education in Portugal and Brazil. It envisages ascertaining the reasons and consequences of the professional choice to work in an area normally associated with women. Our findings - which are still partial - have highlighted the contingency of gender issues throughout the individual training process of the researched teachers, either arising from the school culture or from the culture underpinning their training. In this sense, the representations show "areas" occupied by both genders socially: men - either by pressure or privilege -- tend to occupy the most prestigious positions in education; women, on the other hand, have assumed the added value of educating better or more widely. However, today still, in our Western societies, men continue to enjoy a dominant position, although the picture is changing in certain areas of knowledge and work. Thus, the challenge of this research was to understand - from a gender perspective - some of the problems related to personal, social and professional training of teaching staff who are currently working in our schools. The objective is to obtain a differentiated narrative for the formation of teachers, including gender issues.

Translanguaging has gained prominence as a pedagogical orientation that promises to promote the rights of minoritized migrant students by valuing pre-existing multilingualisms and identities. However, the effects of classroom translanguaging on teacher and student outlooks and relations of inequality are far from universal. In this paper we consider translanguaging in English language teaching in Brazil, a context in which multilingualism is often tied to social and racial closure. We show how English teachers position themselves and students in relation to translanguaging, drawing on analysis of stance-taking in online discussions. We find limited support for a transformative role played by current translingual practices, despite contributions to the establishment of affective bonds with students. We then examine a polemic over localized usages of English that casts light on how teachers do position themselves critically and opens up space for the development of critical language awareness. We argue that teacher outlooks are shaped by the changing status of English in the global south, and by unequal patterns of access to English in public, private, and commercial education settings.

Purpose: This paper aims to analyse the factors that influence the satisfaction and intention of continuity of use, of teachers and students, regarding using Moodle in undergraduate courses in one Campus at the Federal Institute of Rondônia in Brazil. The starting point was an integration of DeLone and McLean's Information Systems Success Model (ISSM) with Davis' Technology Acceptance Model (TAM). Design/methodology/approach: A quantitative research approach was adopted. After the definition of the hypotheses, data were collected through self-administered questionnaires. The questionnaires were designed to measure the five constructs: Quality of Information (QI), Perceived Ease of Use (PEOU), Perceived Usefulness (PU), User Satisfaction (US) and Behavioural Intention to use (BI) that make up the conceptual model of the study. The data were analysed based on 144 valid questionnaires. The technique of maximum likelihood estimation was adopted in the data analysis through structural equation modelling (SEM). Findings: The results confirmed six of the nine hypothesised relationships. QI positively impacts PEOU and US. PEOU positively impacts PU, which in turn positively impacts US and BI. Similarly, US positively impacts Moodle's BI. It was also evidenced that PU is the strongest predictor of US. Practical implications: These results can help educational institutions, managers, administrators and designers of e-learning systems to develop strategies to increase Moodle's user satisfaction. Originality/value: This study provides insights into the perception of students and teachers regarding the use of Moodle. A model that integrates constructs from two models widely used in research related to e-learning (TAM and ISSM) was used in a developing country context. This is important, given cultural differences and social idiosyncrasies in different contexts, particularly in an educational institution in the Amazonia region in northern Brazil.

Purpose: As few studies have explored the causal relationship between both the triple bottom line (TBL) of sustainability and the lean practices in higher education institutions (HEIs), the purpose of this paper is to analyze the relationships between lean practices and sustainable practices in Brazilian HEIs. Design/methodology/approach: A survey was conducted with 454 public and private HEIs workers in Brazil. Confirmatory factor analysis and structural equations modeling were used for data analysis. Findings: The results support the hypotheses of the study that HEI lean practices are positively related to environmental, economic and social practices in HEIs. Practical implications: HEI managers must evaluate the use of lean practices in the organizational processes, to identify their weaknesses and to improve the aspects that influence a balanced TBL of sustainability practices. Social implications: The findings highlight the importance of leadership as a support for the workers, as a continuous improvement practice on a daily basis and a focus on the student as a basic principle of HEI success. Originality/value: This article provides new measurement and structural models to analyze Lean thinking practices as the predictors of sustainability practices. The work could assist any HEI in prioritizing its strategies and actions and to contribute to excellence in decision-making. This study could contribute as a source of empirical data for transferability in other contexts for HEIs.

The Oswaldo Cruz Scientific Vocation Program is a scientific initiation educational program for High School students, in Biological, Health, Human, and Social Sciences areas. We consider that living in less advantaged neighborhoods impacts on the students, advisors and co-advisors' emotions. In this paper, to illustrate our hypothesis, we selected narratives of a particular student living in Rio's periphery and not acquainted with scientific practices, and the narratives of a co-advisor that lived in a suburb of Rio. Through Bakhtin framework and theoretical contributions from Education, Social Psychology, Anthropology, and Sociology of Emotions we conducted and analyzed interviews. In these narratives, we show the emotions through interviewees regarding their experiences, and we identified authenticity feelings such as liking and interest. The specific emotions related to scientific activities detected were friendship, dissatisfaction, appreciation, and interest. These emotions seem to influence future projects and stimulate sociability bringing together affinities and attenuating inequalities.

The paper analyses possible reasons for the gap between teachers' actions and intentions, reported by research on practices with the use of ICT. The theoretical approach is informed by teachers' beliefs, which are discriminated in two categories: pedagogical and epistemic. A qualitative fieldwork research undertaken in eight public primary schools in Rio de Janeiro between 2014 and 2019 presents empirical evidence of the relationship between ICT use in the classroom and teachers' beliefs. Data collection took place in two phases, and the data set consists of: (1) sixty four semi-structured interviews with teachers of the eight schools; (2) two focus groups with teachers in two schools, selected among the eight initial schools. Main findings show the importance of ICT self-efficacy at the core of teacher's pedagogical beliefs, as skills and knowledge are built upon direct experience and observation of others. Furthermore, epistemic beliefs are strongly related to pedagogical beliefs and teachers' attitudes. Findings show that the most innovative teachers are those who conceive ICT as a cultural artefact, have an ecological view of the classroom, and translate their intentions into actions, facing uncertainty and possible failure.

The purpose of this paper is to centralize and amplify LGBTQ international educators' voices on how to expand school inclusivity to consider their complex realities. Seventeen LGBTQ international educators were interviewed as to what recommendations they would make to school leaders that could improve work situations for LGBTQ international staff and to future LGBTQ international educators who seek a global career. An analysis of the recommendations revealed four themes in the data: pre-departure preparation, finding community, cultural navigation, and school leadership. A core finding is that sexuality and gender are not neutral in international schools and that LGBTQ international educators require different kinds of support than their cisgender, heterosexual counterparts.

This study examines initial teacher education through the experiences of experienced physical education teachers. The participants were 12 PE teachers working in primary education (grades 1–9 in Brazil) in the municipal public school systems of Santo André, São Bernardo do Campo, and Diadema, cities located in the São Paulo region known as the 'Greater ABC' or 'ABC paulista'. The participating teachers had also graduated from higher education institutions located in this region. This broad area was selected due to its diversity of institutions offering initial teacher education in physical education. The aim was to understand teacher's perceptions about both public school and teaching during their initial teacher education programs in physical education. Data were gathered through focus group interviews and analyszed to understand how the curricula of different institutions in the same region conceptualized public schools and the teaching of physical education in their initial teacher degree programs. Although teacher education and acting in the classroom cover the same territory, teachers identify a large gap between knowledge prioritized in teacher education programs and that required in everyday school life. Attention is drawn to the lack of themes relevant to working in contemporary schools and report the privileged status given to knowledge those teachers understand as being secondary or even unnecessary in pedagogical practices. Final considerations aimed at bringing about a shift in discussing alternatives for changing and reinterpreting the curriculum of physical education teacher education, thus establishing meanings that meet perspectives in line with everyday school life, its needs, and its reality. [ABSTRACT FROM AUTHOR]