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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
Language: English
Authors: Burgin, Ximena D. (ORCID 0000-0002-3494-569X), Daniel, Mayra C. (ORCID 0000-0003-2702-0071), Wasonga, Teresa A. (ORCID 0000-0002-2444-0559)
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
FullText Text:
  Availability: 0
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  Data: Teachers' Perspectives on Teaching and Learning during the Pandemic in the United States
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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="%22Daniel%2C+Mayra+C%2E%22">Daniel, Mayra C.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2702-0071">0000-0003-2702-0071</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wasonga%2C+Teresa+A%2E%22">Wasonga, Teresa A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2444-0559">0000-0002-2444-0559</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. 2022 11(3):122-140.
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  Data: 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/
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</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="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Based+Instruction%22">Web Based Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22School+Support%22">School Support</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Expectations+of+Students%22">Teacher Expectations of Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2023
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  Group: ID
  Data: EJ1362622
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 122
    Subjects:
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Web Based Instruction
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Family School Relationship
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Adjustment (to Environment)
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: School Support
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Parent Participation
        Type: general
      – SubjectFull: Family Involvement
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Illinois
        Type: general
    Titles:
      – TitleFull: Teachers' Perspectives on Teaching and Learning during the Pandemic in the United States
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            NameFull: Burgin, Ximena D.
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            NameFull: Daniel, Mayra C.
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              Type: published
              Y: 2022
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              Value: 2564-8020
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