Traga Philippakos Zoi A, Rocconi Louis, Blake Katherine, Summers Jessica
University of Tennessee Knoxville, 1122 Volunteer Blvd, Knoxville, TN, 37996, USA.
Soc Sci Humanit Open. 2022;6(1):100324. doi: 10.1016/j.ssaho.2022.100324. Epub 2022 Aug 10.
COVID-19 affected modes of instruction and instructional processes across K to 12 classrooms. The purpose of this study was to examine K-12 teaching practices in one large district during COVID-19 and whether there were differences in overall practices, affect, and confidence, and regarding remote teaching between elementary and secondary teachers. Further, their professional development experiences were examined and their evaluation of those. 97 PreK to grade 12 teachers completed a survey regarding their confidence and affect to teach writing and reading, and provide remote instruction. Teachers also shared specific practices they engaged in during remote instruction and when working with special education and English Language Learners, described the types of professional development they received, their evaluation of their experience, and commented on their college-preparation. Overall, teachers did not find remote instruction of writing and reading as effective, but they commented on the potential of online instruction to be continued after the pandemic if they were provided with adequate support. Further, differences were found between elementary and secondary teachers on their affect and confidence for teaching writing and reading but not for remote instruction. Finally, teachers' comments indicate the need for ongoing PD to address instructional and implementation needs. Implications for research, practice, and policy are discussed.
新冠疫情影响了从幼儿园到12年级课堂的教学模式和教学过程。本研究的目的是考察新冠疫情期间一个大辖区内幼儿园至12年级的教学实践，以及小学和中学教师在总体教学实践、情感和信心方面以及远程教学方面是否存在差异。此外，还考察了他们的专业发展经历以及他们对这些经历的评价。97名从幼儿园到12年级的教师完成了一项关于他们教授写作和阅读以及提供远程教学的信心和情感的调查。教师们还分享了他们在远程教学期间以及与特殊教育学生和英语学习者合作时所采用的具体做法，描述了他们接受的专业发展类型、对自身经历的评价，并对他们的大学准备情况发表了评论。总体而言，教师们认为写作和阅读的远程教学效果不佳，但他们表示，如果能得到足够的支持，疫情过后在线教学仍有继续开展的潜力。此外，小学和中学教师在教授写作和阅读的情感和信心方面存在差异，但在远程教学方面没有差异。最后，教师们的评论表明需要持续的专业发展来满足教学和实施方面的需求。文中讨论了对研究、实践和政策的启示。
