From Confusion to Clarity: Two Early Years Teachers' Remote Learning Experience

Autor/inn/en	Downton, Ann; Russo, James; Hughes, Sally; Bobis, Janette; Livy, Sharyn; Sullivan, Peter
Titel	From Confusion to Clarity: Two Early Years Teachers' Remote Learning Experience
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 4, S.475-489 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Downton, Ann) ORCID (Russo, James) ORCID (Hughes, Sally) ORCID (Bobis, Janette) ORCID (Livy, Sharyn) ORCID (Sullivan, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Preschool Teachers; Learning Experience; COVID-19; Pandemics; Teaching Methods; Student Centered Learning; Distance Education; Faculty Development; Educational Change; Barriers; Parent Participation; Mathematics Instruction; Inquiry; Active Learning; Teacher Attitudes; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Distance study; Distance learning; Fernunterricht; Bildungsreform; Elternmitwirkung; Mathematics lessons; Mathematikunterricht; Aktives Lernen; Lehrerverhalten; Ausland; Australien
Abstract	Just as students experience productive struggle or spend time in the 'zone of confusion' when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01