Elementary Teachers' Experiences in an Online Teaching Environment during COVID-19

Autor/in	Nelson, Kasandra D.
Titel	Elementary Teachers' Experiences in an Online Teaching Environment during COVID-19
Quelle	(2023), (192 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Southern Nazarene University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2055-0
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Teacher Attitudes; Faculty Development; COVID-19; Pandemics; Administrator Attitudes; Elementary School Teachers; Rural Schools; School Districts; Communities of Practice; Teaching Methods; Instructional Design; Technological Literacy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Community; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Technisches Wissen; Pädagogische Kompetenz
Abstract	The COVID-19 pandemic created unique circumstances for teaching and learning during the spring of 2020. The purpose of this qualitative case study was to explore elementary administrators' and teachers' experiences in implementing and maintaining an online teaching environment during COVID-19. Criterion and purposeful sampling were used to select two elementary school principals and three elementary teachers at two schools in one rural school district with at least three years of teaching experience and who made the transition to online or remote instruction in the spring of 2020. Findings showed that principals and teachers need professional development that focuses on building skills and practices to facilitate each of the three core presences established by Garrison et al.'s (2000) Community of Inquiry Theory. Teaching in an online environment requires a unique pedagogical approach, unlike traditional face-to-face pedagogy, and teachers can also benefit from professional development to organize, plan, build, and facilitate an online learning environment. Researchers can further use this study to understand how teachers' implementation of online learning aligned with Garrison et al.'s CoI Theory. In addition, teacher preparation programs and school administrators can use the findings of this study to plan for teacher candidates to have more experience with online course design and embed the use of technology, applications, facilitation of an online course within teacher preparation courses or to develop specific professional learning targets for practicing teachers. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01