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Teacher Educators' Insight on Hybrid Approaches in Curriculum Transaction During Covid-19
i-Manager's Journal of Educational Technology ; 18(3):63-70, 2021.
Article in English | ProQuest Central | ID: covidwho-1498317
ABSTRACT
COVID-19 pandemic has heavily impacted the education sectors at all levels globally. During the pandemic, the regular academic cycle has been disturbed at a large level. Specifically, the curriculum transaction is a highly challengeable one during the pandemic period. It forced all the educational institutions to adopt online platform for transactional activities. On the other hand, it is a challenge to move forward 100% transactions through online platform and hence the hybrid structure - that is, electronic and physical mode is being followed for transactional purposes. With this background, the present study is a survey piloted among teacher educators to know their perception on hybrid approaches towards curriculum transactions in teacher education programs. The Perception Questionnaire was developed by the investigator and was used for data collection. The developed questionnaire was tailored into Google Forms and the link was sent to more than 150 samples (teacher educators) in Coimbatore district. Finally, 72 samples responded appropriately. The collected data were analysed using descriptive analysis. Based on the findings of the study, it is concluded that there is a positive perception on hybrid approaches towards curriculum transactions in teacher education programs like B.Ed. and M.Ed. during the COVID-19 pandemic among the selected respondents in Coimbatore district.

Full text: Available Collection: Databases of international organizations Database: ProQuest Central Type of study: Observational study Language: English Journal: I-Manager's Journal of Educational Technology Year: 2021 Document Type: Article

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Full text: Available Collection: Databases of international organizations Database: ProQuest Central Type of study: Observational study Language: English Journal: I-Manager's Journal of Educational Technology Year: 2021 Document Type: Article