期刊
JOURNAL OF ADVANCED ACADEMICS
卷 -, 期 -, 页码 -出版社
SAGE PUBLICATIONS INC
DOI: 10.1177/1932202X231220052
关键词
emergency remote instruction; COVID-19; gifted education; teacher technology training; elementary gifted teachers
This study explores gifted education teachers' experiences and perspectives on remote instruction during the Covid-19 pandemic. The results indicate that teachers enhanced their traditional teaching by adopting strategies that promote student interaction and provide personalized learning environments. The study also highlights the importance of continued professional learning to improve remote instruction for gifted learners.
During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers' experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers' perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.
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