PK-5 Teacher Perspectives on the Design of Remote Teaching: Pedagogies and Support Structures to Sustain Student Learning Online

Autor/in	Wagner, Christopher J.
Titel	PK-5 Teacher Perspectives on the Design of Remote Teaching: Pedagogies and Support Structures to Sustain Student Learning Online
Quelle	In: Journal of Research on Technology in Education, 54 (2022), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wagner, Christopher J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1888340
Schlagwörter	Preschool Teachers; Elementary School Teachers; Distance Education; Teacher Attitudes; Electronic Learning; Educational Practices; Parent School Relationship; School Policy; Teacher Collaboration; Teacher Administrator Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Bildungspraxis; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Schulpolitik; Lehrerkooperation
Abstract	The shift to emergency remote teaching during the COVID-19 pandemic has highlighted a need to develop technologies, resources, and strategies for teaching elementary grade learners online. This study uses online teacher inquiry as a form of practice-based knowledge production to identify and develop instructional practices and support structures for online teaching in grades PK-5. Six teachers of PK-5 classrooms in the United States participated in a teacher inquiry program as they transitioned from in-person to online teaching. Findings provide guidance to assist teachers and administrators in designing teaching and structures that support online learning in the elementary grades. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01