Event Title
Supporting Teachers in Remote Learning: Impact of COVID-19 on Teacher’s Feelings of Competence, Connection and Autonomy
Document Type
Presentation
Abstract
This qualitative research study, conducted in the spring 2020 semester, explored teachers’ feelings of competence, connection, and autonomy in remote instruction during the COVID-19 campus closures, using the lens of the Self-Determination Theory. Two virtual interviews and one focus group were conducted with 14 teachers from varied school contexts, with a priori themes. Findings reveal supports that served teachers’ needs as well as the impact of transitioning in a crisis situation. Recommendations for future research and practice will be discussed.
Keywords
Remote Learning, Covid-19
Persistent Identifier
http://hdl.handle.net/10950/2970
Supporting Teachers in Remote Learning: Impact of COVID-19 on Teacher’s Feelings of Competence, Connection and Autonomy
This qualitative research study, conducted in the spring 2020 semester, explored teachers’ feelings of competence, connection, and autonomy in remote instruction during the COVID-19 campus closures, using the lens of the Self-Determination Theory. Two virtual interviews and one focus group were conducted with 14 teachers from varied school contexts, with a priori themes. Findings reveal supports that served teachers’ needs as well as the impact of transitioning in a crisis situation. Recommendations for future research and practice will be discussed.