文章基本信息

标题：From Confusion to Clarity: Two Early Years Teachers’ Remote Learning Experience
本地全文：下载
作者：Ann Downton ; James A Russo ; Sally Hughes 等
期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2022
卷号：14
期号：4
页码：475-489
DOI：10.26822/iejee.2022.257
语种：English
出版社：International Electronic Journal of Elementary Education
摘要：Just as students experience productive struggle or spend time in the ‘zone of confusion’ when engaging with challenging tasks, teachers also experience similar struggles and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to the Coronavirus (COVID-19), two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to implement it during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.
关键词：COVID-19;Early primary teachers;Mathematics education;Remote learning;Productive struggle;Pedagogical practice;Organismic valuing theory of growth