Surveying and resonating with teacher concerns during COVID-19 pandemic

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“…And, of course, every teacher may daily dedicate the time necessary to prepare and design the next day's session, however, for the organization of remote teaching sessions the teachers had to take into account certain extra factors, which are related to the virtual environment where this teaching would take place (e.g. constructing material and means that could be presented, conditions of work and of student cooperation that could be organized through this platform and the tools that it offers) (Oliveira et al, 2021;Phillips et al, 2021). Moreover, the psychological support and encouragement that they daily provide to their students in F2F (face to face) teaching now had an added charge, during the pandemic-induced social distancing (Mahmood, 2020), the conditions that all people and especially young students experienced were unprecedented and created stress and fear for the unknown (Lesser et al, 2021;Osgood et al, 2021;Spiteri, 2021).…”

“…Most teachers had neither the knowledge nor any previous experience (Wu, 2021) especially in Greece (Albiser et al, 2020), however their response to this new and unprecedented emergency situation was impressive, as it can be discerned from the number of teachers that created their own virtual class as well as from the students that attended synchronous remote education (Papazoglou and Koutouzis, 2020 ). This turn to online education motivated teachers by offering them the possibility to activate alternative and more versatile forms of teaching, however forcing them to implement this at a very fast pace (Donham et al, 2022;Hodges et al, 2020;Phillips et al, 2021), which caused them to face an enormous amount of additional work and to stress (Jurs and Kulberga, 2021;Oliveira et al, 2021;Raikou et al, 2021) and generally to experience negative emotions (Mikošková and Verešová, 2020).…”

Teachers’ practices during COVID-19: Practices and perspectives in elementary and secondary settings

“…Considering that these challenges with online teaching were present before pandemic for teachers who already taught using online platforms, the transition to remote teaching of teachers who possibly were not accustomed to such instruction would be anticipated to be of a greater challenge. National surveys (e.g., Hebert et al, 2020; Traga Phillips et al, 2021 Philippakos & Voggt, 2021) as well as case studies (e.g., Williams, 2021) during the pandemic, brought to light teachers’ challenges when using technology in their remote instruction. These findings revealed that teachers were not as prepared to complete this transition and that they had not always received sufficient support with systematic professional development to deliver instruction online and even select appropriate tools for their learners (Tragaa Phillips et al, 2021 Philippakos & Voggt, 2021; Traga Philippakos et al, under review).…”

“…This response to a crisis, though was with challenges and revealed concerns on teachers’ readiness to provide instruction online and to address the needs of all learners (e.g., Aurini & Davies, 2021 ; Steed & Leech, 2021 ). Although teachers’ experiences and perceptions of the transition to an online environment varied, educators in K-12 settings had many instructional barriers to overcome such as inconsistent internet ( Atiles et al, 2021 ; Steed & Leech, 2021 ), lack of technology resources for students and themselves ( Atiles et al, 2021 ; McFayden et al, 2021 ), limited guidance and administrative support ( Chan et al, 2021 ; Steed & Leech, 2021 ), insufficient training ( Atiles et al, 2021 ; Gudmundsdottir & Hathoway, 2020 ), challenges communicating with and meeting the needs of all students (Harris et al, 2021 ; McFayden et al, 2021 ; Steed & Leech, 2021 ), and reduced staffing ( Phillips et al, 2021 ). Several studies have examined stress and its role on teachers’ instruction during the transition to crises teaching.…”

“…Several studies have examined stress and its role on teachers’ instruction during the transition to crises teaching. Further, some studies have examined teachers’ specific practices during the pandemic for students with learning disabilities (e.g., Hebert, 2020) or with students in regular education (e.g., Traaga Phillips et al, 2021 ; Traga Philippakos, et al, under review). However, limited research exists on teachers’ practices and challenges as those relate to writing and reading instruction during this transition (see Leech et al, 2022) and remote teaching.…”