TY - JOUR
T1 - Teachers' practices during Emergency Remote Teaching
T2 - An investigation of the needs for support and the role of Professional Learning Communities
AU - Shauly, Anat
AU - Avargil, Shirly
N1 - Publisher Copyright:
© 2023 the author(s), published by De Gruyter, Berlin/Boston 2023.
PY - 2023
Y1 - 2023
N2 - Emergency Remote Teaching (ERT) was implemented during COVID-19 crisis lockdowns. New challenges arose and teachers sought support. Professional Learning Communities (PLCs), where teachers from similar backgrounds meet for learning and discussions, provided one channel of support. The study aimed to better understand PLCs' role in challenging times. Therefore, we asked: 1. What challenges did teachers face, in addition to pedagogical ones, during ERT? 2. How did the various members of the PLC perceive support as shown by their descriptions of PLC activities? 3. In what ways did the ERT experience shape the teachers' perceptions of mutual assistance? The research setting was a PLC network for chemistry teachers that met since 2018 face-to-face or via Zoom. PLCs were found important in facing both professional and emotional challenges. Discussions, sharing of teaching materials, and real-time support addressed professional challenges. Having colleagues who faced similar challenges provided support and eased communication. Thus, PLC membership helped teachers face daily challenges and improved their well-being. PLCs are therefore recommended for routine and future hardships. In practice, PLC leaders can use the results to improve teacher relationships. Conclusions add to understanding teacher collaboration in PLCs formed in diverse contexts.
AB - Emergency Remote Teaching (ERT) was implemented during COVID-19 crisis lockdowns. New challenges arose and teachers sought support. Professional Learning Communities (PLCs), where teachers from similar backgrounds meet for learning and discussions, provided one channel of support. The study aimed to better understand PLCs' role in challenging times. Therefore, we asked: 1. What challenges did teachers face, in addition to pedagogical ones, during ERT? 2. How did the various members of the PLC perceive support as shown by their descriptions of PLC activities? 3. In what ways did the ERT experience shape the teachers' perceptions of mutual assistance? The research setting was a PLC network for chemistry teachers that met since 2018 face-to-face or via Zoom. PLCs were found important in facing both professional and emotional challenges. Discussions, sharing of teaching materials, and real-time support addressed professional challenges. Having colleagues who faced similar challenges provided support and eased communication. Thus, PLC membership helped teachers face daily challenges and improved their well-being. PLCs are therefore recommended for routine and future hardships. In practice, PLC leaders can use the results to improve teacher relationships. Conclusions add to understanding teacher collaboration in PLCs formed in diverse contexts.
KW - COVID-19; professional development; chemistry teachers
KW - Professional Learning Communities
UR - http://www.scopus.com/inward/record.url?scp=85170708653&partnerID=8YFLogxK
U2 - 10.1515/cti-2022-0048
DO - 10.1515/cti-2022-0048
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AN - SCOPUS:85170708653
SN - 2569-3263
JO - Chemistry Teacher International
JF - Chemistry Teacher International
ER -