Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

Frontiers in Psychology

Magdalena Jelińska¹  Michał B. Paradowski² 

[1] Institute of Applied Linguistics, University of Warsaw, Warsaw, Poland;Institute of Linguistics, University of Silesia, Sosnowiec, Poland;Institute of Applied Linguistics, University of Warsaw, Warsaw, Poland;

关键词: educational psychology;    COVID-19 pandemic;    evaluation;    emergency remote teaching;    school closure;    distance learning;    perception of student coping;    professional adaptation;   

DOI  :  10.3389/fpsyg.2021.648443

来源: Frontiers

【 摘 要 】

The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers' demographics and professional adaptation to emergency remote teaching in their perception of how their students were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.

【 授权许可】

CC BY