Preparing educators for the time of COVID … and beyond

Darling‐Hammond, Linda; Hyler, Maria E.

doi:10.1080/02619768.2020.1816961

Cited by 291 publications

(182 citation statements)

References 4 publications

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“…It is a known fact that most ECEs had no experience in distance education, which is an unusual means of education for young children (Gestardo, 2020, as cited in Campos & Vieria, 2021 ; Yıldırım, 2021 ). As stated by Darling-Hammond and Hyler ( 2020 ), the new circumstances have created many new needs for teachers and school administrators, and the current study has revealed that ECEs need efforts and practices that support their psychological well-being while helping them improve their technological competencies, increase the number of interactive resources, establish a user-friendly distance education platform, and serve families. Meeting all these needs is crucial to high-quality early childhood distance education.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 77%

Distance Education During the COVID-19 Pandemic in Turkey: Identifying the Needs of Early Childhood Educators

Alan

2021

Early Childhood Educ J

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This study aims to identify the needs of early childhood educators regarding distance education during the COVID-19 pandemic. This basic qualitative research was carried out with a study group of 24 early childhood educators, all of whom were determined via a maximum variation sampling method. The study data were gathered via interviews conducted with the participants and analyzed through an inductive approach. The study findings showed that early childhood educators need to improve their technological competencies, have more interactive resources at their disposal, be able to take advantage of a user-friendly educational platform specifically designed for the early childhood period, be provided with the resources to serve families, and have support for their psychological well-being. Considering the essential role of teachers, which the COVID-19 pandemic has called to mind, it is of vital importance to meet the abovementioned needs so as to improve the quality of distance education in early childhood.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 77%

Distance Education During the COVID-19 Pandemic in Turkey: Identifying the Needs of Early Childhood Educators

Alan

2021

Early Childhood Educ J

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“…Even before the pandemic, the increasing complexity of modern life demands teachers to upgrade their knowledge to engender meaningful learning experience for the students [17].…”

Section: A Teacher Competence In the Time Of Pandemicmentioning

confidence: 99%

Towards the Curricular Freedom in the Time of Pandemic: A Literature Review

Junaidi¹

2021

Proceedings of the 2nd Annual Conference on Education and Social Science (ACCESS 2020)

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The Ministerial Decree on the Guidelines for Curriculum Implementation in Schools under Special Circumstances (informally referred to as kurikulum darurat) has been devised in response to a nation-wide outcry from teachers, students, and parents as a response to the school closures induced by the Covid-19 pandemic. The government offers three curricular option, i.e., full Curriculum 2013 (K13), ministryadvised K13, and independent curriculum readjustment. However, many questions the readiness and competence of school teachers in responding to the options, especially if opting for the independent curriculum option. This article reviews the literature on the conceptualisation of teacher competence inside and outside the pandemic context, compares the studies on teachers' competence level from two different measures, and links them to the national inequality of access and resources. Both recent and seminal research from inside and outside of Indonesia were reviewed. It aims at providing a broader perspective on the trajectory of the policy. This essay finally advocates that the ministry should openly assert its support for the independent curriculum choice and puts confidence in Indonesian teachers' competence for a fair, contextualised, empathetic education in the time of the pandemic.

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“…Although facilitating instruction through technology is significant for many K-12 institutions, they will need to confirm that teachers and students can access and understand how to use the technology and applications (Sá & Serpa, 2020). Consequently, it will be imperative for both teachers and students to learn how to participate effectively in the virtual environment and other hybrid learning models (Darling-Hammond & Hyler, 2020). Before the COVID-19 pandemic, many teachers were having difficulty reaching several students due to issues beyond their control (Wilmer et al, 2017).…”

Section: Covid-19 and Technology Accessmentioning

confidence: 99%

COVID-19: The Disproportionate Impact on Underserved K-12 Students

Hall¹,

Jackson²,

Jackson³

2021

Scha

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The purpose of this content analysis was to show the impact COVID-19 had on K-12 instructional method delivery, technology, learning, and academic achievement. The following questions guided the content analysis: How did COVID-19 impact student and academic achievement, how did the pandemic impact education and instruction method delivery in a virtual learning environment, and how did the pandemic affect teacher & student access to technology? The population consisted of K-12 educational leaders and students who completed surveys in previous studies. The findings via content analysis revealed that online education seems to be deeply rooted in the careful planning of instruction. We found that leaders were having a difficult time making the necessary adjustments with remote learning. Thus, the impact of COVID-19 has changed the way many students come to class. There is a need for K-12 institutions to strengthen their best practices relating to online curriculum and instruction demonstrated during in-person learning. Key Words: Student learning K-12, academic & instructional effectiveness, technology effectiveness, COVID-19, underserved communities

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Preparing educators for the time of COVID … and beyond

Cited by 291 publications

References 4 publications

Distance Education During the COVID-19 Pandemic in Turkey: Identifying the Needs of Early Childhood Educators

Distance Education During the COVID-19 Pandemic in Turkey: Identifying the Needs of Early Childhood Educators

Towards the Curricular Freedom in the Time of Pandemic: A Literature Review

COVID-19: The Disproportionate Impact on Underserved K-12 Students

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