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Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States

The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with...

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Autores principales: Crompton, Helen, Chigona, Agnes, Burke, Diane
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9854409/
https://www.ncbi.nlm.nih.gov/pubmed/36711123
http://dx.doi.org/10.1007/s11528-022-00826-6
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author Crompton, Helen
Chigona, Agnes
Burke, Diane
author_facet Crompton, Helen
Chigona, Agnes
Burke, Diane
author_sort Crompton, Helen
collection PubMed
description The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with a developing country (South Africa). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interview data provided insight into teacher experiences. A grounded coding methodology was used to analyze the content. Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) was developed and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved in teacher technology integration including those in the school, district, and nationally. The findings reveal that teachers in South African reported less support and resources and greater challenges, yet overall reported themselves as more resilient than teachers in the US. From the findings, six factors emerged that impacted teachers’ experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges. The major challenges from both countries were: time management, student issues, isolation, anxiety, meeting student needs, technology, and student engagement.
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spelling pubmed-98544092023-01-23 Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States Crompton, Helen Chigona, Agnes Burke, Diane TechTrends Original Paper The Covid-19 pandemic created the largest global disruption of education in recorded history. This unique qualitative study examined teacher resilience as they taught remotely with technology during the pandemic, and the experiences of teachers with a comparison across a developed country (US) with a developing country (South Africa). Data from a teacher resilience survey was gathered to explore factors of teacher resilience and interview data provided insight into teacher experiences. A grounded coding methodology was used to analyze the content. Within the examination of the extant literature, a Socio-Ecological Technology Integration framework (SETI) was developed and presented as a lens to conceptualize the full extent of all the socio-ecological factors involved in teacher technology integration including those in the school, district, and nationally. The findings reveal that teachers in South African reported less support and resources and greater challenges, yet overall reported themselves as more resilient than teachers in the US. From the findings, six factors emerged that impacted teachers’ experiences during ERT: self-efficacy, growth, motivation, resources, support, and teacher challenges. The major challenges from both countries were: time management, student issues, isolation, anxiety, meeting student needs, technology, and student engagement. Springer US 2023-01-20 /pmc/articles/PMC9854409/ /pubmed/36711123 http://dx.doi.org/10.1007/s11528-022-00826-6 Text en © Association for Educational Communications & Technology 2023, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Crompton, Helen
Chigona, Agnes
Burke, Diane
Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
title Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
title_full Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
title_fullStr Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
title_full_unstemmed Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
title_short Teacher Resilience During COVID-19: Comparing Teachers’ Shift to Online Learning in South Africa and the United States
title_sort teacher resilience during covid-19: comparing teachers’ shift to online learning in south africa and the united states
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9854409/
https://www.ncbi.nlm.nih.gov/pubmed/36711123
http://dx.doi.org/10.1007/s11528-022-00826-6
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