The K-12 Teacher's Perspective on Teaching and Learning During the COVID-19 Pandemic

Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic - Advances in Mobile and Distance Learning ◽

10.4018/978-1-7998-6557-5.ch001 ◽

2021 ◽

pp. 1-15

Author(s):

Dixie Friend Abernathy ◽

Amy Wooten Thornburg

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Classroom Teachers ◽

Online Teaching And Learning ◽

Teachers Perceptions ◽

School Year ◽

Time Period ◽

K 12 ◽

Teacher's Perspective ◽

Overall Effectiveness

In the spring of 2020, during the unprecedented COVID-19 pandemic, the nation's schools closed. Students were told to shelter in place at their homes and classroom teachers were charged with the challenge of educating over 50,000,000 K-12 students through online and virtual modalities. As this transition began in its early stages and then lingered for the remainder of the school year, attention and even scrutiny soon descended upon the actual preparation of teachers in executing such a transition, and the realistic success of doing so. Teachers began the new and unexpected process of teaching their students from home, and students, along with family support, began the practice of learning remotely. During this same time period, researchers were approved to conduct research focused exclusively on this educational phenomenon. One of the themes of this research was the K-12 teachers' perceptions on the teacher readiness and the overall effectiveness of this sudden switch to K-12 online teaching and learning.

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Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

International Journal of Comparative Education and Development ◽

10.1108/ijced-06-2021-0062 ◽

2022 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ximena D. Burgin ◽

Sheila Coli Coli ◽

Mayra C. Daniel

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

School Administrators ◽

Well Being ◽

Content Type ◽

Teachers Perceptions ◽

Face To Face ◽

Available Technology ◽

Qualitative Phenomenological ◽

K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

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Is online learning a win-win solution? The teachers and students’ stories

Jurnal Pendidikan Profesi Guru ◽

10.22219/jppg.v1i2.13470 ◽

2021 ◽

Vol 1 (2) ◽

pp. 73-82

Author(s):

Febrianus Jordyan Kalanit ◽

Sekar Anggi Veronika

Keyword(s):

High School Students ◽

Teacher Perceptions ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Activities ◽

School Students ◽

Online Teaching And Learning ◽

Good Communication ◽

Teachers Perceptions ◽

Teachers And Students

Currently, the learning process in schools and universities has changed due to coronavirus or COVID-19. This paper aims to determine the challenges students face during online teaching and learning activities, how students overcome these challenges and teachers' perceptions of the success of online teaching and learning activities. This narrative research studies participants' stories to determine any unique aspects of the topic being researched. The subjects involved in this study were 165 Vocational High School students and 30 teachers. Data collection techniques using interviews, surveys, and observations. Data analysis was carried out descriptively with data triangulation techniques for further clarification and exploration. Research findings indicate that students have both technical and cognitive challenges. They mostly solve the problems they face by discussing their problems with teachers and peers. Regarding teacher perceptions, good communication and students' affective domain are needed so that online teaching and learning activities are successful.

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