Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

DeCoito Isha

Abstract

The research provides a deeper understanding of the varied in-person teaching experiences of elementary school teachers in the post-COVID Era. Under this main objective, it explored the teaching styles, views, and attitude of elementary school teachers towards teaching post-COVID-19. It also explores the technological transformation undergone by the teachers and the most preferred teaching modes (face-to-face, online, and blended) used by elementary school teachers in India after returning to the classroom, post-COVID-19. A mixed-method research approach was used to answer the research questions. The technological pedagogical content knowledge (TPACK) framework and Bandura self-efficacy theory were used as conceptual frameworks in the research. The TPACK framework emphasizes the development of pedagogical practices in educators with the use of technological tools and Bandura's self-efficacy theory helps to study the teaching preparation and experiences of elementary school teachers after COVID-19. Research findings revealed that the majority of elementary school teachers have adopted varied teaching styles, and have an overall positive view and attitude towards teaching in the post-pandemic world. Furthermore, there was no statistically significant difference in the overall teaching style, views, and attitude of elementary school teachers in terms of demographic data such as age, gender, educational qualifications, work experience, and experience with ICT. Hence, gender as a variable does not affect the teaching style of elementary school teachers in the post-COVID Era. As well, it was revealed that half of the teachers prefer a blended mode of teaching, and remaining teachers preferred face-to-face teaching post-pandemic. Lastly, the teachers expressed that they attended various professional development training to improve their knowledge of technology, provided to them by their institution and the government of India. The overall teaching experience of elementary teachers post-COVID-19 is positive, but they are experiencing a few challenges such as increased workload and stress. This research provides insight into real-time teaching experiences of elementary teachers after the pandemic.

Keywords: Post COVID-19, teacher experiences, digital technology, teaching modes, views and attitude towards teaching, teaching style, technological enhancement.

Summary for Lay Audience

The current research is aimed at examining the teaching experiences of elementary school teachers in the post-COVID Era in the Indian context. The literature revealed that there is a need to examine elementary teachers’ views, beliefs, teaching approaches, technological enhancements, and preferred modes of teaching after COVID-19. Thus, the study examined the changes in teaching style and strategies, views and attitudes toward in-person teaching, modes of teaching preferred, and the technological improvements made by elementary school teachers in the post-COVID world. The technological pedagogical content knowledge (TPACK) framework and Bandura’s self-efficacy theory were used for the conceptual framework in this study and both quantitative and qualitative data were collected and analyzed to achieve the objective of the study.

The results of the study revealed that the majority of elementary school teachers have adopted varied teaching styles, and have overall positive views, and attitude towards teaching in the post-COVID Era. Also, there is no statistically significant difference between male and female elementary school teachers in terms of teaching style, views, and attitude. Hence, gender as a variable does not affect the teaching style of elementary school teachers in the post-COVID Era. After returning to the classroom most of the teachers have increased the use of technology for teaching, lesson planning, assignments, and administrative work, and have also increased the use of various digital resources to engage learners interactively. The overall teaching experience of elementary teachers post-COVID-19 is good, but they are experiencing a few challenges such as increased workload and stress. Lastly, they mentioned that they have updated their knowledge and skills by attending the professional development program. The findings of the research highlight the development of new teaching practices, changes in modes of teaching-learning, and the chance to assess and improve teacher education after a pandemic. It also adds to the limited knowledge about the teaching experiences of elementary school teachers in the post-COVID Era in the Indian context. It is recommended that teachers should incorporate technology effectively and carefully into their classrooms. Finally, it is advised that policymakers and school administrators investigate the challenges that teachers are encountering while teaching in the post-COVID-19 Era.

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