Novice Elementary Teachers' Pedagogical Journey in Far-Flung Schools in the Time of COVID-19 Pandemic

Autor/in	Hipolito, Mark Floricar G.
Titel	Novice Elementary Teachers' Pedagogical Journey in Far-Flung Schools in the Time of COVID-19 Pandemic
Quelle	In: Research on Education and Media, 14 (2022) 2, S.90-96 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hipolito, Mark Floricar G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2037-0830
DOI	10.2478/rem-2022-0026
Schlagwörter	Beginning Teachers; Elementary Education; Teaching Experience; COVID-19; Pandemics; School Location; Geographic Isolation; Coping; Social Support Groups; Reflection; Educational Practices + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementarunterricht; Schulgelände; Bewältigung; Social support; Soziale Unterstützung; Bildungspraxis
Abstract	This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb's (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas. The data gathered were analysed using thematic analysis. Recorded interviews were transcribed, coded and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers found means to ensure that education continued amidst the crisis, with the help of various stakeholders. Out of their experiences, teachers gained a lot of realisations and aspirations for their students, parents and self. They have seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, teachers were able to think and reflect on their experiences, learn from the experience, plan for a change and improve their learning and instructional practices. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01