The COVID-19 Epidemic: Teachers' Responses to School Closure in Developing Countries

Autor/inn/en	Khlaif, Zuheir N.; Salha, Soheil; Affouneh, Saida; Rashed, Hadi; ElKimishy, Lotfia Ali
Titel	The COVID-19 Epidemic: Teachers' Responses to School Closure in Developing Countries
Quelle	In: Technology, Pedagogy and Education, 30 (2021) 1, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khlaif, Zuheir N.) ORCID (Affouneh, Saida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1851752
Schlagwörter	COVID-19; Pandemics; School Closing; Developing Nations; Middle School Teachers; Foreign Countries; Teacher Attitudes; Technology Uses in Education; Educational Technology; Technological Literacy; Online Courses; Distance Education; Teacher Role; Poverty; Community Programs; Access to Education; Readiness; Access to Computers; Educational Change; Afghanistan; Libya; Palestine + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Developing country; Developing countries; Entwicklungsland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Technisches Wissen; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehrerrolle; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsreform; Libyen; Palästina
Abstract	There is little research which explores middle school teachers' response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the COVID-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of COVID-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01