Document Type

Article

Abstract

Purpose: The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators, and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study was to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching. Design/methodology/approach: This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers’ perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay. Findings: The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers’ perceptions about workload, preparation time, and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in postgraduate professional development. Originality: This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. Findings inform a larger audience about the needs of teachers working online.

DOI

10.1108/IJCED-06-2021-0062

Publication Date

1-1-2022

Comments

This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) license. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com

Legacy Department

Department of Educational Technology, Research and Assessment (ETRA)

Language

eng

Publisher

Emerald Insight

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