Literaturnachweis - Detailanzeige
| Autor/in | Johnson, Fiona |
|---|---|
| Titel | Phenomenological Study of Teachers Lived Experience Teaching Remotely in Jamaica during the COVID-19 Pandemic |
| Quelle | (2023), (170 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Phoenix |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3744-1264-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Foreign Countries; Elementary School Teachers; Experience; Electronic Learning; Distance Education; COVID-19; Pandemics; Emergency Programs; School Closing; Disadvantaged Environment; Disadvantaged Schools; Barriers; Access to Computers; Stress Variables; Faculty Workload; Jamaica |
| Abstract | This qualitative interpretive phenomenological study focused on teachers lived experiences teaching remotely online during the COVID-19 pandemic. The problem is that primary school teachers in Jamaica had limited resources and were suddenly pushed into a teaching environment that most were unfamiliar with. The teachers also had limited or no internet access to support online teaching. The findings were significant because it sums up the experiences of primary school teachers teaching online during the COVID-19 pandemic. Data were collected via Zoom and Microsoft Teams virtual interviews using semi-structured questions with a purposeful sample of 15 teachers with varying years of teaching experience. The data were transcribed verbatim and analyzed manually using the van Kaams method to help develop themes and uncover the essence of primary school teacher experiences. Five themes emerged from the semi-structured interview of 15 teachers. They were (a) uncertainty and confusion teaching online, (b) challenging/difficult teaching online, (c) lack of computer and limited or no internet access, (d) stressful overall, and (e) long working hours. Based on this study, there were several recommendations for leaders at the Ministry of Education. Two recommendations were to engage school leaders in conversations that inform digital policies and provide professional development on the effective use of digital devices and virtual instruction. Teachers should also integrate digital learning within the curriculum at least once weekly to familiarize students with the educational platform. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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