Teachers' Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development

Autor/inn/en	Traga Philippakos, Zoi A.; Voggt, Ashley; Bell, Sherry M.; Munsell, Sarah; Maples, Amy
Titel	Teachers' Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development
Quelle	In: Reading & Writing Quarterly, 39 (2023) 6, S.470-490 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Traga Philippakos, Zoi A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2022.2142922
Schlagwörter	COVID-19; Pandemics; Faculty Development; Web Based Instruction; Elementary School Teachers; Technology Integration; Distance Education; Barriers; Teacher Attitudes; Access to Education; Writing Instruction; Reading Instruction; Second Language Learning; Teaching Methods; Learning Disabilities; Students with Disabilities; Elementary School Students; English (Second Language); Teacher Competencies + Suchen Sie Ihr Suchwort? Web Based Training; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schreibunterricht; Leseunterricht; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrkunst
Abstract	The purpose of this study was to examine schools' readiness when transitioning to online instruction and equitable practices as well as teachers' instructional practices for all learners and the provided professional development. Finally, the goals were to examine their preparation, affect, and confidence to teach reading, writing, and to provide online instruction, and examine their to perspectives about the profession. A total of 228 teachers across grades K to 5 participated in an online survey during the COVID-19 pandemic's transition to remote instruction. Responses revealed that teachers were not as confident in the effects of online instruction, and that despite the provision of devices to students, equitable access to internet was not possible. Teachers' responses also revealed a lack of personnel at the school level to respond to teachers' instructional needs while responses revealed differences in supports provided to second language learners. Implications for teacher preparation programs and for research are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01