ABSTRACT

The K-12 Spring 2020 COVID-19 school closures saw teachers move into an online learning environment, and use their knowledge of technology, pedagogy, and content (TPACK) to develop online learning for the remainder of the school year. The purpose of this study was to examine the relationship between teachers’ self-efficacy as measured by TPACK and their perceived success and satisfaction for delivering online learning during the emergency COVID-19 school closures. A web-based survey was conducted of in-service K-12 teachers instructing remotely. While teachers felt competent in technology integration and felt successful with the remote instruction in Spring 2020, teachers were not always satisfied with their online experience. Furthermore, content area proved to be a factor in predicting both success and satisfaction with online instruction. Teachers with a stronger understanding of their content area and instructional strategies related to the content did not feel their students were successful nor did they feel satisfied with their work online. Results from this study suggests additional support is needed for teachers to bring their teaching to an online platform. School districts should invest in the support and resources needed to provide teachers with professional development specific to grade level and content.

摘要

2020 年 K-12 春季 COVID-19 学校停课让教师们进入了在线学习环境，并利用他们的技术、教学法和内容 (TPACK) 知识在本学年的剩余时间里开发在线学习。本研究的目的是检查 TPACK 衡量的教师自我效能感与他们在 COVID-19 紧急停课期间提供在线学习的成功和满意度之间的关系。对远程教学的在职 K-12 教师进行了一项基于网络的调查。虽然教师在技术集成方面感到胜任，并且在 2020 年春季远程教学中感到成功，但教师并不总是对他们的在线体验感到满意。此外，内容领域被证明是预测在线教学成功和满意度的一个因素。对他们的内容领域和与内容相关的教学策略有更深入了解的教师并不觉得他们的学生成功，也不会对他们的在线工作感到满意。这项研究的结果表明，教师需要额外的支持才能将他们的教学带到在线平台。学区应投资所需的支持和资源，为教师提供特定于年级和内容的专业发展。