PK-5 teacher perspectives on the design of remote teaching: pedagogies and support structures to sustain student learning online

New Teachers’ Perceptions of Their Impact on Student Learning While Developing Knowledge and Skills to Teach Online

“…Additionally, they brought in parents online to support their launch of activities and to engage students in learning. Unexpectedly, their view of parents shifted from outsiders to insiders who were truly partners in teaching and learning as also noted in the literature (Mecham et al, 2021, Wagner, 2022. Our graduates, like other teachers, were able to use learner-centered approaches such as problem-based learning, collaborative online learning involving teacher-student (Le et al, 2022) and student-student interactions, hands-on manipulative activities with learners, and online discussions (An et al, 2021, Wagner, 2022.…”

“…These study results are enlightening and shed a positive slant on our teachers' perceptions of their impact on student learning as they were developing knowledge and skills as learners themselves during the abrupt switch to teach online. Most teachers exuded some confidence teaching online as expressed by their positive perceptions of their contributions to student learning and their developing knowledge and skills to teach online, a similar finding in self-efficacy studies for online teaching (Dolighan et al, 2021) and others (An et al, 2021;Mecham et al, 2021;Wagner, 2022). Teachers were able to make connections and build relationships with a community of learners using online platforms and software, engaging students in synchronous instruction including breakout rooms.…”

“…For this study, we examined the literature on teachers' perspectives of their impact on student learning and development while developing knowledge and skills to teach online. An et al (2021) and Wagner (2022) report on teachers' perspectives on the pedagogical strategies and support structures that teachers implemented and found beneficial. For example, six elementary teachers described their abilities to sustain student learning as they utilized online software platforms (e.g., Zoom, Google Meet) to provide synchronous instruction in an effort to build relationships and community in safe spaces for social interactions.…”

“…For example, six elementary teachers described their abilities to sustain student learning as they utilized online software platforms (e.g., Zoom, Google Meet) to provide synchronous instruction in an effort to build relationships and community in safe spaces for social interactions. These teachers also incorporated multiple forms of media and digital apps to differentiate instruction to engage in teacher-led or student-led instructional activities (Wagner, 2022). However, Le et al (2022) investigated the interaction patterns of learners and how teachers engaged them online finding that teacher-student interactions and student-content interactions were more prevalent than student-student interactions due to a lack of teacher facilitation of discussion and the dominance of the teacher in Vietnam as the source of knowledge.…”

“…Research is in its early stages in helping us understand how teachers, especially novice teachers, engaged remotely with learners and their families, for some the first time in an emergency crisis, implementing online pedagogical tools, platforms, and apps (An et al, 2021). Little research is prevalent on PreK-5 th grade online teaching and learning, with more research centering on distance education in virtual academies, in middle and secondary settings, or on higher education online courses (Barbour, 2019;Wagner, 2022). Additionally, there is limited research focusing on teachers' perceptions of their impact on student learning while learning to teach online during a global pandemic.…”