Status : Verified
| Personal Name | Kapunan, Jose Jesu T. |
|---|---|
| Resource Title | Videoconferencing-mediated teacher identity: a case study on post-pandemic online pedagogy |
| Date Issued | 18 June 2026 |
| Abstract | This case study explores the mediation of a teacher's professional identity through videoconferencing class sessions. Although mandatory remote learning brought about by the COVID-19 pandemic has ended, some educational institutions still have programs using videoconferencing as a method of instruction. Thus, the study seeks to shed light on how teaching through videoconferencing platforms has shaped teacher identity post- pandemic. By interviewing University of the Philippines College of Media and Communication professors currently handling classes primarily via Zoom, the study sought to (1) describe teachers’ professional self-perception; (2) describe the formation of teachers’ professional identity during videoconferencing class sessions; and, (3) teachers’ professional identity aspects emphasized or constrained by videoconferencing affordances during class sessions. Findings show that years after the pandemic, professors continuing to teach via videoconferencing had aspects of teaching identity disrupted by the medium, namely the sense of the classroom and the need for nonverbal feedback. However, some professors have found ways to compensate for these disruptions, such as the use of Zoom chat, reactions, and breakout rooms to foster class interconnectedness and the use of clothing to evoke professionalism and propriety, thus partially adapting their professional identities to the videoconferencing medium. |
| Degree Course | Bachelor of Arts in Communication Research |
| Language | English |
| Keyword | Teacher identity; Videoconferencing; Online teaching; Affordances; Professional identity |
| Material Type | Thesis/Dissertation |
Preliminary Pages
1.61 Mb
Category : F - Regular work, i.e., it has no patentable invention or creation, the author does not wish for personal publication, there is no confidential information.
Access Permission : Open Access