Emergency Remote Teaching and Elementary School Teachers' Challenges: Thematic Analysis
Subject Areas : Educational Psychology
Farzaneh Michaeli Manee
1
,
Sheler Abkhiz
2
,
Soheila Hashemi
3
1 - Assosiate Professor of Educational Psychology, Department of Psychology, Literature & Human Scince Faculty, Urmia University, Urmia, Iran.
2 - Masters graduate of Educational Psychology, Department of Psychology, Literature & Human Science Faculty, Urmia University, Urmia, Iran.
3 - Assosiate Professor of Educational Psychology, Department of Psychology, Humanities and Social Sciences Faculty, Mazandaran University, Babolsar, Iran.
Keywords: Elementary School Teachers, virtual education, online learning, Emergency Remote Teaching, Distant education,
Abstract :
The present study was conducted with the aim of investigating the experiences, challenges and attitudes of elementary school teachers towards emergency distance learning or ERT. The research community was primary school teachers of Urmia, from which a sample of 720 people was selected using purposive sampling. Semi-structured questionnaires were used. The collected data were analyzed by thematic analysis method. Teachers' experience of ERT was placed in three categories: feeling unprepared, educational justice, and learning failure. Teachers in the areas of understanding the difficulty of teacher duties, opportunities for knowledge and skill learning, continuity of education, promotion of cooperation between teachers, promotion of parents' participation and students' responsibility, and in the areas of reducing classroom interaction, problems with the SHAD application, lack of necessary resources and ERT facilities, impossibility of valid and correct assessment and increased workload were satisfied and dissatisfied with ERT, respectively. Necessary changes from the teachers' point of view to improve ERT placed in the areas of improving the Internet network and educational platform, facilitating access to facilities and tools, and including technology-related training in the teacher training curriculum and in-service escaped. It seems that this form of education will remain as a complementary method to face-to-face education from now on. Therefore, it is necessary to check the necessary infrastructure to improve it.
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Banerjee, M., & Waxman, H. (2017). Novice Teachers Integration of Technology into Classrooms. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 941-945). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2021 from https://www.learntechlib.org/primary/p/177373/.
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Bubb, S., & Jones, M-A. (2020). Learning from the COVID-19 home-schooling experience: Listening to pupils, parents/carers and teachers. Improving Schools, 23(3): 209-222.
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Coutts, C. E., Buheji, M., Ahmed, D., Abdulkareem, T., Buheji, B., Eidan, S., & Perepelkin, N. (2020). ‘Emergency Remote Education in Bahrain, Iraq, and Russia During the COVID-19 Pandemic: A Comparative Case Study’. Human Systems Management, 39(4): 473 – 493.
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De Jong, L., Meirink, J., & Admiraal, W. (2019). School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education, 86, 112.
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Elikai, F., & Schuhmann, P. W. (2010). An Examination of the Impact of Grading Policies on Students’ Achievement. Issues in Accounting Education. American Accounting Association, 25(4): 677–693.
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Ferri, F., & Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies. Multidisciplinary Digital Publishing Institute, 10(4): 86.
Fugard, A. J., & Potts, H. W. (2015). Supporting Thinking on Sample Sizes for Thematic Analyses: A Quantitative Tool. International Journal of Social Research Methodology, 18, 669-684.
Ghafourid, M. (2019). The boom of virtual education in Iran: the potential that blossomed with the corona virus. Iranian Journal of Medical Education, 20, 33-34. [in Persian]
Goyal, S. (2012). E-Learning: Future of Education. Journal of Education and Learning, 6(2): 239-242.
Garbacz, S. A., Herman, K. C., Thompson, A. M., & Reinke, W. M. (2017). Family engagement in education and intervention: Implementation and evaluation to maximize family, school, and student outcomes. Journal of School Psychology, 62, 1–10.
Gelles, L. A., Lord, S. M., Hoople, G. D., Chen, D. A., & Mejia, J. A. (2020). Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences, 10(11): 304.
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Gostin, L. O., & Friedman, E. A. (2015). A retrospective and prospective analysis of the west African Ebola virus disease epidemic: Robust national health systems at the foundation and an empowered WHO at the apex. The Lancet, 385(9980): 1902–1909.
Hodges, C. Moore, S. Lockee, B. Trust, T., & Bond, A. (2020), The difference between emergency remote teaching and online learning, EDUCAUSE Review, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote- teachingand-online-learning
Huang, R., Tlili, A., Chang, T. W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(1): 19.
Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … & Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany.
Jiao, W. Y., Wang, L. N., Liu, J., Fang, S. F., Jiao, F. Y., Pettoello-Mantovani, M., & Somekh, E. (2020). Behavioral and Emotional Disorders in Children during the COVID-19 Epidemic. The Journal of pediatrics, 221, 264–266.e1.
Karamati, E., Rahimi, M., & Afra, R. (2022). Identification of challenges and effective evaluation solutions of primary school students' learning in Shaad software by new teachers. Instruction and Evaluation, 14(56): 69-102. [in Persian]
Kerres, M. (2020). Against All Odds: Education in Germany Coping with Covid-19. Postdigital Science and Education, 2(3): 690–694.
Kim, L.E, & Asbury, K. (2020). Like a rug had been pulled from under you: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology 90(4): 1062–1083.
König, J., Jäger-Biela, D. J. & Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4): 608-622.
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