K-12 Teacher Perspectives on the Pandemic Pivot to Online Teaching and Learning

Autor/inn/en	Eadens, Daniel W.; Maddock, David; Thornburg, Amy Wooten; Abernathy, Dixie Friend
Titel	K-12 Teacher Perspectives on the Pandemic Pivot to Online Teaching and Learning
Quelle	In: Journal of Pedagogical Research, 6 (2022) 1, S.131-151 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eadens, Daniel W.) ORCID (Maddock, David) ORCID (Thornburg, Amy Wooten) ORCID (Abernathy, Dixie Friend)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; COVID-19; Pandemics; School Closing; Online Courses; Educational Technology; Technology Uses in Education; Distance Education; Teacher Competencies; Parent Participation; Student Participation; Barriers; Knowledge Level; Technological Literacy; Teaching Experience; Intellectual Disciplines; Institutional Characteristics; North Carolina + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; Lehrkunst; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wissensbasis; Technisches Wissen; Geisteswissenschaften
Abstract	The study examines teacher perspectives on preparedness to implement the transition of over 50 million K-12 students to online and virtual teaching formats. With the onset of the COVID-19 pandemic, students were instructed to remain at home and to avoid the potential dangers of virus spread in schools. Once this transition began, and then continued on as the pandemic ignited, attention and scrutiny was aimed at how well teachers had been prepared for this shift. Relationships between these perceptions in terms of years of teaching, grade level, content area, school type, and school level were examined in this study. Over 140 teachers, ranging from kindergarten to senior English teachers completed the survey. The researchers analyzed emerged patterns and sentiment scores for the most prevalent themes. The study sought teacher perceptions of preparation as provided by schools, districts, and universities as well as perceptions on how engaged parents and students felt during this dramatic and sudden shift. Findings demonstrate that significant differences exist between how teachers perceive their levels of preparedness for teaching remotely depending on their teaching experience. It was evident that the pandemic affected K-12 school systems in one state harsher than in higher education. Conclusions from this study better inform future decisions of this nature and that could ensure higher levels of teacher preparation. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01