ABSTRACT

The COVID-19 pandemic’s impact on people’s professional and personal lives is ongoing. The transition to remote teaching has particularly affected social work education due to its experiential methods incorporating a direct experience whereby students “learn by doing.” This study examined the impact of the global pandemic and the transition to remote teaching on the emotional and cognitive experiences of 144 social work instructors in Israel. The results indicated that they quickly adapted to remote teaching. Furthermore, the instructors reported a mixed effect of the transition to remote teaching on their work – life balance. This study suggests that institutions should provide their instructors with sufficient time and tools to design remote classes in order to better engage their students in the learning process. The findings provide the foundation for understanding the complexity of remote teaching in the social work profession and offer opportunities to learn from experience. This study suggests that institutions should provide their instructors with sufficient time and tools to design their remote classes in order to better engage their students in the learning process.

摘要

COVID-19 大流行对人们的职业和个人生活的影响持续存在。向远程教学的过渡尤其影响了社会工作教育，因为其体验式方法融合了学生“边做边学”的直接体验。这项研究考察了全球大流行以及向远程教学的过渡对以色列 144 名社会工作讲师的情感和认知体验的影响。结果表明，他们很快适应了远程教学。此外，教师们还报告说，过渡到远程教学对他们的工作与生活平衡产生了复杂的影响。这项研究建议，机构应该为教师提供足够的时间和工具来设计远程课程，以便更好地让学生参与学习过程。研究结果为理解社会工作专业远程教学的复杂性奠定了基础，并提供了从经验中学习的机会。这项研究建议，机构应该为教师提供足够的时间和工具来设计远程课程，以便更好地让学生参与学习过程。