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LEARNING FROM LOCKDOWN: EXAMINING SCOTTISH PRIMARY TEACHERS’ EXPERIENCES OF EMERGENCY REMOTE TEACHING
British Journal of Educational Studies ( IF 1.753 ) Pub Date : 2021-04-14 , DOI: 10.1080/00071005.2021.1915958
M. Beattie 1 , C. Wilson 1 , G Hendry 1
Affiliation  

ABSTRACT

More than 1.5 billion students experienced disruption to education as a result of COVID-19, representing the most substantial interruption to global education in modern history. Many educational institutions transitioned to emergency remote teaching (ERT) overnight, which has presented an array of distinct challenges for educators. Using virtual interviews and an experiential approach to thematic analysis, the study examined Scottish primary teachers’ (n = 10) lived experiences of adapting to ERT practice. Findings demonstrated three main themes; ‘Meeting Learners’ Needs,’ ‘Influencing Engagement’, and ‘The Impact of ERT on Teachers’. Key findings suggested that differentiating learning, engaging, and communicating with learners is more difficult during ERT than face-to-face teaching. Parental engagement is vital, however, is influenced by several mitigating factors. Finally, ERT is likely to have substantial effects on the wellbeing of those involved. Implications of these findings are considered and discussed.



中文翻译:

从封锁中学习:检查苏格兰小学教师的紧急远程教学经验

摘要

超过 15 亿学生因 COVID-19 而遭受教育中断,这是现代历史上对全球教育的最严重中断。许多教育机构在一夜之间过渡到紧急远程教学 (ERT),这给教育工作者带来了一系列明显的挑战。该研究使用虚拟访谈和体验式方法进行主题分析,考察了苏格兰小学教师 (n = 10) 适应 ERT 实践的生活经验。调查结果显示了三个主要主题;“满足学习者的需求”、“影响参与”和“ERT 对教师的影响”。主要研究结果表明,在 ERT 中区分学习、参与和与学习者交流比面对面教学更困难。然而,父母的参与至关重要,受多种缓解因素的影响。最后,ERT 可能会对相关人员的福祉产生重大影响。考虑和讨论了这些发现的含义。

更新日期:2021-04-14
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