School culture and teaching practices for the effective student- centred learning during emergency remote teaching.
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| Title: | School culture and teaching practices for the effective student- centred learning during emergency remote teaching. |
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| Authors: | Tammets, Kairit1 (AUTHOR) kairit@tlu.ee, Ley, Tobias2,3 (AUTHOR), Seitlinger, Paul4 (AUTHOR), Eisenschmidt, Eve2 (AUTHOR) |
| Source: | European Journal of Teacher Education. Jul2026, Vol. 49 Issue 3, p534-556. 23p. |
| Subject Terms: | *Student-centered learning, *Effective teaching, *COVID-19 pandemic, *Teaching methods, *Online education, *School environment, *Distance education, Collective action |
| Abstract: | This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective teaching under conditions of emergency-related logistic, online teaching and economic constraints faced by the schools during the COVID-19 pandemic. The study design adopted a quantitative approach, employing exploratory factor analyses and structural equation modelling of self-report data from a sample of 1,788 teachers. The model brought out three teaching strategies employed during the emergency remote teaching period and their relationship to school-level factors, perceived workload and perceived effectiveness of student learning. Student-centred learning strategies were especially perceived as effective and influenced by stronger collaboration at the school level. Our findings illuminate the necessity of implementing a varied and flexible teaching methodology under emergency remote teaching contexts, backed by a proactive and dynamic collaboration among school members and parents. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This paper explores teaching practices during emergency remote teaching, drawing on data from a nationwide online survey of Estonian high schools. The study was motivated by an attempt to understand effective teaching under conditions of emergency-related logistic, online teaching and economic constraints faced by the schools during the COVID-19 pandemic. The study design adopted a quantitative approach, employing exploratory factor analyses and structural equation modelling of self-report data from a sample of 1,788 teachers. The model brought out three teaching strategies employed during the emergency remote teaching period and their relationship to school-level factors, perceived workload and perceived effectiveness of student learning. Student-centred learning strategies were especially perceived as effective and influenced by stronger collaboration at the school level. Our findings illuminate the necessity of implementing a varied and flexible teaching methodology under emergency remote teaching contexts, backed by a proactive and dynamic collaboration among school members and parents. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2024.2368019 |
