[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593377-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-593377-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","adapting-teaching-quality-insights-from-bronfenbrenners-contextual-framework-during-the-covid-19-pandemic","Adapting Teaching Quality - Insights from Bronfenbrenner’s Contextual Framework during the COVID-19 Pandemic","","The COVID-19 pandemic required a critical reassessment of teaching quality and educational disruption. The study applies Bronfenbrenner’s bio-ecological systems theory and the Process-Person-Context-Time (PPCT) model to analyze how police educators responded to online and hybrid shifts. Semi-structured interviews show microsystem changes in direct interactions, mesosystem recalibration between home and institutional learning, and exosystem influence from institutional policy and community responses. The macrosystem shapes societal educational norms and expectations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/adapting-teaching-quality-insights-from-bronfenbrenners-contextual-framework-during-the-covid-19-pandemic/593377/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/adapting-teaching-quality-insights-from-bronfenbrenners-contextual-framework-during-the-covid-19-pandemic/593377.png","ImageObject",300,407,{"name":42,"@type":43},"Elsa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What framework does the article use to study teaching quality during COVID-19?","Question",{"text":62,"@type":63},"It uses Bronfenbrenner’s bio-ecological systems theory and the Process-Person-Context-Time (PPCT) model to analyze teaching quality as contextual practice.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the pandemic change the microsystem of teaching?",{"text":67,"@type":63},"The article reports changes in direct interactions, requiring adaptations in teaching methods and strengthening relationships through digital media.",{"name":69,"@type":60,"acceptedAnswer":70},"Which environmental layers influenced police educators’ pedagogical approaches?",{"text":71,"@type":63},"At the exosystem level, institutional policy changes and community responses emerged as critical influencers, while the macrosystem shaped broader educational norms and expectations.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},593377,1792167934,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Adapting Teaching Quality:  \nInsights from Bronfenbrenner’s Contextual Framework during the COVID-19 Pandemic  \nBy Anders McDonald Sookermany􀀍, Janne H. I. Helgesen􀁲, Tatanya Valland 􀁱, Johanne Ytteri Dahl• & Ole Boe 􀁩  \nThe COVID-19 pandemic necessitated a critical examination of teaching quality and educational disruptions. Utilizing Bronfenbrenner’s bio-ecological systems theory and the Process-Person-Context-Time (PPCT) model this article explores the pandemic’s impact on teaching quality as a practice-understood as contextual and collective action. Drawing on semi-structured interviews with police educatorsat the Norwegian Police University College the analysis illustrates how police educators responded to the educational landscape during the pandemic. Findings show that the pandemic has altered the microsystem of direct interactions, necessitating adaptations in teaching methods and the reinforcement of relationships via digital mediums. Themesosystem's interlinkages faced recalibration as educators bridged the gap between home and institutional learning environments. At theexosystem level, institutional policy changes and community responses emerged as critical influencers of pedagogical approaches. The macrosystem, encompassing the societal response to the pandemic, also significantly shaped educational norms, and expectations. This article reveals that the pandemic has spurred a rethinking of teaching quality as a practice, highlighting the importance of adaptability, innovation, and resilience and suggesting integration of these attributes into future educational strategies. The aim of the study is to better understand the influence of environmental systems at varying proximity on teaching quality as a practice.  \nKeywords: teaching quality, COVID-19, Bronfenbrenner, PPCT, police education  \nIntroduction  \nThe COVID-19 pandemic has brought about unprecedented challenges to all sectors of society (Dagiene et al., 2022), including police training and education (Halford & Youansamouth, 2024). Schools and universities have had to rapidly adapt to changing circumstances, often shifting to online or hybrid teaching modes (Carrillo & Flores, 2020). This has led to a profound re-evaluation of what constitutes quality in teaching and learning (Bern, Özkal Lorentzen, & Nordanger, 2021). The  \n􀀍Professor, Norwegian Defence Command and Staff College, Norwegian Defence University College, Norway.  \n􀁲Head of Department (Ph.D.), Department of PostGraduate Studies, Norwegian Police University College, Norway  \n􀁱Associate Professor, Faculty of Police Work, University of Borås, Sweden.  \n•Professor, Research Department, Norwegian Police University College, Norway.  \n􀁩 Professor, Department of PostGraduate Studies, Norwegian Police University College, Norway, and Inland School of Business and Social Sciences, Department of Organisation, Leadership and Management, INN University ofInland Norway, Norway.  \nrapid shift to online education particularly impacted sectors such as police training, which traditionally relied heavily on face-to-face, interactive models of teaching (Davies & Al Sharefeen, 2022). This article focuses on the exploration of teaching quality as a practice during the COVID-19 period, with an emphasis on Urie Bronfenbrenner's context concept (Bronfenbrenner & Morris, 2007) .  \nBronfenbrenner’s bio-ecological systems theory, with its process-personcontext-time (PPCT) model, provides a holistic framework for understanding and analyzing human development (Bronfenbrenner, 1986; Bronfenbrenner & Morris, 2007). In the realm of education, it allows us to examine the diverse factors influencing teaching quality. This is particularly meaningful when we approach teaching quality as a practice that is both contextual and collective in nature, as emphasized in our study (Tight, 2015; Wittek & Habib, 2012) . Highlighting the efficacy of a holistic approach, Davies and Al Sharefeen (2022) emphasize its potential to minimize the nega","cbCaiuMlAWURFYAW","https://ap.wps.com/l/cbCaiuMlAWURFYAW","pdf",364706,14,"English","# Introduction\n## Background and research focus\n## Bronfenbrenner’s bio-ecological theory and PPCT model\n## Teaching quality as contextual and collective practice\n## Study design and data collection","[{\"question\":\"What framework does the article use to study teaching quality during COVID-19?\",\"answer\":\"It uses Bronfenbrenner’s bio-ecological systems theory and the Process-Person-Context-Time (PPCT) model to analyze teaching quality as contextual practice.\"},{\"question\":\"How did the pandemic change the microsystem of teaching?\",\"answer\":\"The article reports changes in direct interactions, requiring adaptations in teaching methods and strengthening relationships through digital media.\"},{\"question\":\"Which environmental layers influenced police educators’ pedagogical approaches?\",\"answer\":\"At the exosystem level, institutional policy changes and community responses emerged as critical influencers, while the macrosystem shaped broader educational norms and expectations.\"}]","Adapting Teaching Quality - Insights from Bronfenbrenner’s Contextual Framework during the COVID-19 Pandemic | PDF",1792077149,35]