Emotional Geographies of Teaching Online Classes during COVID-19 Pandemic: A Case Study of Indonesian First-Grade Elementary School Teachers

Autor/inn/en	Sanhadi Rahayu, Famala Eka; Asanti, Chris
Titel	Emotional Geographies of Teaching Online Classes during COVID-19 Pandemic: A Case Study of Indonesian First-Grade Elementary School Teachers
Quelle	In: Education 3-13, 51 (2023) 5, S.793-805 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sanhadi Rahayu, Famala Eka) ORCID (Asanti, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.2014925
Schlagwörter	Foreign Countries; Grade 1; Elementary School Teachers; Teacher Attitudes; Online Courses; School Closing; COVID-19; Pandemics; Emotional Response; Barriers; Teaching Conditions; Resources; Teacher Student Relationship; Achievement Gains; Teacher Responsibility; Teacher Collaboration; Parent Teacher Cooperation; Principals; Administrator Role; Indonesia + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Emotionales Verhalten; Lehrbedingungen; Unterrichtsbedingungen; Betriebsmittel; Hilfsmittel; Teacher student relationships; Lehrer-Schüler-Beziehung; Achievement gain; Leistungssteigerung; Lehrverpflichtung; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Principal; Schulleiter; Indonesien
Abstract	This case study examines Indonesian first-grade teachers' emotions when teaching online during the pandemic. This study identifies teachers' emotions towards certain challenges in relation with parents, students, colleagues and school principals. The current study presents the challenges that teachers met and discusses it with emotional geographies theoretical framework. The findings indicate that teachers feel negative emotions and lead them to have emotional distances when encountering issues such as uncooperative parents, excessive working hours, limited resources, teacher--students alienation, learning loss, school-rule demands and colleagues disagreement. On the other hand, the teachers admitted that having cooperative parents and supportive school principals help them to feel positive. A collaborative support from schools, parents and governments is essentially needed to prevent a greater quality loss because of online learning in elementary schools, especially for first-grade students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01