Abstract

K–12 teachers faced a multitude of challenges during the transition to emergency remote teaching at the onset of the COVID-19 pandemic. Given that over two years have passed since the onset of the pandemic and the accompanying shift to emergency remote teaching, it is important to assess how K–12 teachers feel regarding online teaching and whether their schools/districts have made any changes and/or preparations to better support future needed shifts to virtual instruction. The current study presents analyses of journal reflections written by in-service teachers enrolled in a field experience course required as part of a graduate-level online teaching and learning endorsement. Results show that there has been a positive shift in attitude with participants noting increased comfort with online teaching. Participants also noted that schools/districts have increased support (e.g., new technology tools, professional development) for teachers and students that will facilitate any future needed shifts to online teaching.

Citation

Zinskie, C., Jensen, L. & Downs, E. (2023). The “New Normal”: Teacher Reflections Two Years After the Transition to Emergency Remote Teaching During COVID-19. Journal of Online Learning Research, 9(3), 271-286. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/222443/.

© 2023 Association for the Advancement of Computing in Education (AACE)