Taking stock of teaching practice at the onset of COVID-19

IF 3.4 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Technology Pedagogy and Education Pub Date : 2022-12-22 DOI:10.1080/1475939X.2022.2158923
Laura Teichert, Susan V. Piazza
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Abstract

ABSTRACT COVID-19 closed schools across the USA and forced teachers and students to navigate virtual learning with little guidance. This mixed-methods study examines K–12 teachers’ beliefs about their teaching practices that were abruptly transitioned to online during the first four months of COVID-19. Surveys and interviews were analysed using sociocultural theory and the four-dimensional model of digital literacy. Teachers felt unprepared for online teaching and expressed an inability to meet their students’ needs. Concerns focused on digital access inequalities, a desire for support to build digital pedagogies, particularly to enhance student engagement. The findings point to a responsibility to support digital pedagogies across pre-service and in-service contexts so that, at a minimum, teachers can operate efficiently. For greater educational equity and outcomes, teachers need to be able to build competencies to facilitate communication, critique and creative expression across contexts, digital spaces, media and for multiple purposes.
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盘点疫情发生时的教学实践
COVID-19关闭了美国各地的学校,迫使教师和学生在几乎没有指导的情况下进行虚拟学习。这项混合方法的研究调查了K-12教师对他们的教学实践的看法,这些教学实践在COVID-19的头四个月突然转移到网上。使用社会文化理论和数字素养四维模型对调查和访谈进行了分析。教师们对在线教学感到措手不及,并表示无法满足学生的需求。关注的重点是数字访问不平等,希望支持建立数字教学法,特别是提高学生参与度。调查结果指出,有责任在职前和在职环境中支持数字教学,这样教师至少可以有效地运作。为了实现更大的教育公平和成果,教师需要能够培养能力,以促进跨环境、数字空间、媒体和多种目的的沟通、批评和创造性表达。
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来源期刊
Technology Pedagogy and Education
Technology Pedagogy and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.50
自引率
2.00%
发文量
25
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