This mixed-methods study explored K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the COVID-19 pandemic. The study also examined teachers’ perspectives of the “new normal” after COVID-19 and of what should be done to better prepare teachers for future emergencies. Both quantitative and qualitative data were collected from an online survey and follow-up interviews. A total of 107 teachers from 25 different states in the United States completed the online survey, and 13 teachers from 10 different states participated in the follow-up interviews. The results revealed teachers’ feelings about online teaching and various strategies and tools they used during the early stage of the COVID-19 pandemic. The major challenges faced by teachers during the pandemic included lack of student participation and engagement (or lack of parental support), students without access to technology, concerns about students’ well-being, no face-to-face interactions with students, no work-life balance, and learning new technology. Four major themes emerged regarding how to better prepare teachers for future emergencies: (1) professional development for online learning, (2) technology access, (3) technology training for both teachers and students, and (4) action plans and communication. Regarding teachers’ perspectives of the “new normal,” five major themes emerged: (1) more online or blended learning, (2) rethinking normal, (3) hygiene and social distancing, (4) smaller classes and different school schedules, and (5) uncertainty and concerns about the “new normal.”

这项混合方法研究探讨了 K-12 教师在 COVID-19 大流行期间对在线教学的感受、经验和观点。该研究还检查了教师对 COVID-19 之后“新常态”的看法，以及应该采取哪些措施来更好地为教师应对未来的紧急情况做好准备。定量和定性数据均来自在线调查和后续访谈。共有来自美国 25 个不同州的 107 名教师完成了在线调查，来自 10 个不同州的 13 名教师参与了后续访谈。结果揭示了教师对在线教学的感受以及他们在 COVID-19 大流行初期使用的各种策略和工具。大流行期间教师面临的主要挑战包括缺乏学生参与和参与（或缺乏父母的支持）、学生无法获得技术、担心学生的福祉、没有与学生面对面的互动、没有工作-生活平衡，学习新技术。关于如何让教师更好地为未来的紧急情况做好准备，出现了四个主要主题：（1）在线学习的专业发展，（2）技术访问，（3）教师和学生的技术培训，以及（4）行动计划和沟通。关于教师对“新常态”的看法，出现了五个主要主题：（1）更多的在线或混合学习，（2）重新思考常态，（3）卫生和社交距离，（4）小班和不同的学校时间表，以及（五）对“新常态”的不确定性和担忧。