Teachers' Perspectives on Teaching and Learning during the Pandemic in the United States
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| Title: | Teachers' Perspectives on Teaching and Learning during the Pandemic in the United States |
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| Language: | English |
| Authors: | Burgin, Ximena D. (ORCID |
| Source: | Educational Process: International Journal. 2022 11(3):122-140. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Attitudes, COVID-19, Pandemics, Educational Change, Web Based Instruction, Distance Education, Family School Relationship, Barriers, Adjustment (to Environment), Student Needs, School Support, Teacher Expectations of Students, Outcomes of Education, Parent Participation, Family Involvement, Learner Engagement, Teaching Experience, Elementary Secondary Education, School Administration |
| Geographic Terms: | Illinois |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: As COVID-19 spread around the globe, learning was greatly impacted, with teachers having to pivot to remote delivery. This study documented teachers' perceptions on the transition to online teaching and learning. Materials/methods: The phenomenological approach was used to gather and analyze responses to open-ended survey questions that solicited teachers' reflections on the benefits and challenges of instructing online, the quality of interactions with families, and the support provided by the leadership in school districts. Results: Two themes emerged from the data, teachers' challenges adjusting to new circumstances, and the complexities of meeting students' needs remotely while maintaining high academic expectations in pedagogy, instructional content, student outcomes and engagement, and parental involvement. Conclusion: Student engagement during remote learning indicate the need for educators and technology designers to begin to consider the future of learning in online formats among younger children. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362622 |
| Database: | ERIC |
| Abstract: | Background/purpose: As COVID-19 spread around the globe, learning was greatly impacted, with teachers having to pivot to remote delivery. This study documented teachers' perceptions on the transition to online teaching and learning. Materials/methods: The phenomenological approach was used to gather and analyze responses to open-ended survey questions that solicited teachers' reflections on the benefits and challenges of instructing online, the quality of interactions with families, and the support provided by the leadership in school districts. Results: Two themes emerged from the data, teachers' challenges adjusting to new circumstances, and the complexities of meeting students' needs remotely while maintaining high academic expectations in pedagogy, instructional content, student outcomes and engagement, and parental involvement. Conclusion: Student engagement during remote learning indicate the need for educators and technology designers to begin to consider the future of learning in online formats among younger children. |
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| ISSN: | 2147-0901 2564-8020 |
