Teaching in Emergency Remote Classrooms: Reflections for Professional Learning

Autor/in	Chen, Mengtian
Titel	Teaching in Emergency Remote Classrooms: Reflections for Professional Learning
Quelle	In: Educational Research, 65 (2023) 1, S.64-81 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Mengtian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2023.2167729
Schlagwörter	Foreign Countries; Faculty Development; COVID-19; Pandemics; School Closing; Elementary School Teachers; Middle School Teachers; High School Teachers; Professional Autonomy; Reflective Teaching; Family School Relationship; Classroom Techniques; Technology Uses in Education; Teaching Methods; Electronic Learning; China + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Berufsfreiheit; Klassenführung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: Reflective teaching has long been regarded as playing an important, and potentially empowering, role in teachers' professional learning. The study reported in this paper considered the longer-term significance of teachers' self-reflective learning in the course of their daily emergency remote teaching during COVID19, and how this supported teacher agency. Purpose: This small-scale case study sought to explore, in depth, teachers' perceptions of how their professional learning was realised through reflective practice during emergency remote teaching. Method: Three teachers from primary, junior high, and high schools in mainland China participated in the case study during the spring and fall semesters in 2020. They considered the accommodations they made for emergency remote teaching and the corresponding implications for their professional learning and sense of agency. Data were collected via four-monthly, semi-structured interviews, resulting in a total of five interviews per teacher. These charted the progress of their emergency remote courses in the spring, and allowed for final reflections via a follow-up interview in the fall. Data were analysed thematically. Findings: The resultant four themes and eight categories related to aspects including pedagogical strategies, home-school communication, classroom management, and teachers' technological literacy. Within these, approaches to blending online and offline coursework, valuing sociocultural concerns in classroom interaction, and developing adaptive mindsets were among areas identified as relevant to teachers' professional learning beyond the emergency remote teaching situation. Conclusions: The findings highlight the multiple ways in which professional learning took place through reflective teaching in the remote teaching environment. They draw attention to the importance of situating some professional learning in everyday practice. Understandings gained during remote teaching have broader implications for educators' professional learning and growth in pretertiary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01