Literaturnachweis - Detailanzeige
| Autor/in | Strebel, Sandy |
|---|---|
| Titel | Emergency Remote Teaching during COVID-19: A Case Study of Veteran Teachers and Their Stories |
| Quelle | (2023), (241 Seiten)
PDF als Volltext Ph.D. Dissertation, The University of Wisconsin - Madison |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-3137-9 |
| Schlagwörter | Hochschulschrift; Dissertation; COVID-19; Pandemics; School Closing; Distance Education; Electronic Learning; Teaching Experience; Teacher Attitudes; Videoconferencing; Emotional Response; Teaching Conditions; Experienced Teachers |
| Abstract | On September 10, 2020 after two days of synchronously teaching Zoom classes, I posted the following message on my personal Facebook page: "I've learned that I am more excited to 'see' students than any sane person should be, somehow I now wave all the time, and students showing off their pet pig is a thing in my classes now." This captures what was happening to many teachers when schools adopted emergency remote teaching that occurred during the COVID-19 pandemic in the spring of 2020 as well as from August 2020 to March 2021. In this study I use narrative inquiry to collect teacher stories about their trials and triumphs during this time. I conducted four interviews with semi-structured questions with four veteran teachers as they tried to translate their face-to-face pedagogy to teaching via Zoom and, later, concurrently. Through the use of possible selves theory introduced by Markus & Nurius (1986) and its adaptation to teachers by Karimi & Norouzi (2019) I attempt to describe and understand the pedagogical choices teachers made at the time, the emotions they experienced, and the context in which they taught. After analyzing teacher responses, coupled with my own experiences, I argue that emergency remote teaching needs to be further studied using qualitative methods to help administrators and policymakers better understand how to support teachers during times of crisis. I also argue that teacher voices need to be amplified to better understand pedagogical choices made in a classroom as well as to better inform both state and federal policies in education. Finally, I believe that if we spent more time researching veteran teachers in general, we could better understand what makes teachers stay in the profession, which could help prevent turnover and burnout in teaching. [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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