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Ecuadorian and Uruguayan Teachers' Perceptions And Experiences of Teaching Online during COVID

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Title: Ecuadorian and Uruguayan Teachers' Perceptions And Experiences of Teaching Online during COVID
Language: English
Authors: Burgin, Ximena D. (ORCID 0000-0002-3494-569X), Coli Coli, Sheila (ORCID 0000-0002-5893-5285), Daniel, Mayra C.
Source: International Journal of Comparative Education and Development. 2022 24(1):54-68.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, COVID-19, Pandemics, Elementary Secondary Education, Barriers, School Closing, Online Courses, Teacher Attitudes, Adjustment (to Environment), Educational Technology, Technology Uses in Education, Faculty Workload, School Role, Administrator Role, Access to Computers
Geographic Terms: Ecuador, Uruguay
DOI: 10.1108/IJCED-06-2021-0062
ISSN: 2396-7404
Abstract: Purpose: The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching. Design/methodology/approach: This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay. Findings: The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development. Originality/value: This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1336241
Database: ERIC
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  Data: Ecuadorian and Uruguayan Teachers' Perceptions And Experiences of Teaching Online during COVID
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Burgin%2C+Ximena+D%2E%22">Burgin, Ximena D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3494-569X">0000-0002-3494-569X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Coli+Coli%2C+Sheila%22">Coli Coli, Sheila</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5893-5285">0000-0002-5893-5285</externalLink>)<br /><searchLink fieldCode="AR" term="%22Daniel%2C+Mayra+C%2E%22">Daniel, Mayra C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Comparative+Education+and+Development%22"><i>International Journal of Comparative Education and Development</i></searchLink>. 2022 24(1):54-68.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
– Name: Pages
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  Data: 15
– Name: DatePubCY
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Closing%22">School Closing</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22School+Role%22">School Role</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink><br /><searchLink fieldCode="DE" term="%22Uruguay%22">Uruguay</searchLink>
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  Group: ID
  Data: 10.1108/IJCED-06-2021-0062
– Name: ISSN
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  Data: 2396-7404
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching. Design/methodology/approach: This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay. Findings: The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development. Originality/value: This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.
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  Data: 2022
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  Data: EJ1336241
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        Value: 10.1108/IJCED-06-2021-0062
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      – Text: English
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Barriers
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      – SubjectFull: School Closing
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      – SubjectFull: Online Courses
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      – SubjectFull: Administrator Role
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      – SubjectFull: Access to Computers
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      – SubjectFull: Ecuador
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      – SubjectFull: Uruguay
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      – TitleFull: Ecuadorian and Uruguayan Teachers' Perceptions And Experiences of Teaching Online during COVID
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