Document Type
Article
Publication Date
11-2022
Division
School of Education Counseling and Psychology in Education
Keywords
Technological Pedagogical Content Knowledge (TPACK), COVID-19 Pandemic, Distance Learning, Remote Learning, Mixed Methods
Disciplines
Elementary Education | Elementary Education and Teaching
Abstract
In this convergent-parallel mixed-methods study, we explored the effect that teaching remotely during the first months of the pandemic had on teachers’ TPACK and how teachers leveraged their new and existing knowledge to facilitate remote instruction. Survey results indicated that teachers’ self-reported knowledge decreased across multiple TPACK subdomains, which is likely an indicator of teachers’ recalibration of their knowledge as they experienced a new instructional context. Findings from semi-structured interviews indicated that although instruction narrowed at times when teachers struggled to enact their knowledge in less-than-ideal circumstances, teachers were often able to successfully facilitate remote instruction.
Publication Title
Journal of Digital Learning in Teacher Education
Volume
39
First Page
41
Last Page
56
DOI
10.1080/21532974.2022.2139309.
Recommended Citation
Mourlam, D. J., DeCino, D. A., Chesnut, S. R., Strouse, G. A., Los, R., & Newland, L. A. (2023). It’s all relative: Changes in teachers’ knowledge and instruction during COVID-19. Journal of Digital Learning in Teacher Education, 39, 41-56. https://doi.org/10.1080/21532974.2022.2139309
Comments
https://doi.org/10.1080/21532974.2022.2139309