Exploring the Professional Experiences of Saudi K-12 Teachers During the COVID-19 Pandemic

At the beginning of the coronavirus pandemic (COVID-19) and with the closure of schools, the question of how to continue schooling became a major challenge in education systems (Kong, 2020). Emergency Remote Teaching and Learning (ERTL) has since become the only solution to continue the learning process. Moving instruction to ERTL is based on the assumption that virtual learning can be effective in K-12 settings during times of disaster. The purpose of this study was to explore Saudi teachers' experiences in leading ERTL in K-12 settings and employed a qualitative approach using semi-structured interviews. This study included six K-12 public schools in Saudi Arabia from different educational levels. Participants were asked to share their perspectives and experiences with ERTL through open-ended questions. The findings revealed the experiences of K-12 teachers during the quick transition to ERTL (redesign support, technological, pedagogical, and classroom management training), the changes that occurred in their practice (teaching and assessment strategies), the implementation of ERTL (challenges and other aspects), the impact of ERTL after the pandemic, and the lessons learned from the crisis. The results of this study suggest that a curse may be turned into a blessing by incorporating the experience of ERTL (using technology, lesson design, and online activities) into the school agenda on a regular basis. In doing so, teachers and students may develop important digital competencies and be better prepared for the next emergency. The implications of our findings and limitations are also discussed.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2022

Author dc:creator

• Alfaleh, Maha Amin

Chair dc:contributor.committeechair

• Potter, Kenneth R.

Committee members dc:contributor.committeemember

• Bond, Mark Aaron
• Lockee, Barbara B.
• Ervine, Michelle D.

• remote teaching
• COVID-19
• virtual learning
• K-12 teaching
• experience
• changing
• teaching practice

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:34427

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/109742