Teachers’ Online Instructional Practices and Challenges during COVID-19: Teacher Preparation and Professional Development

Abstract

Abstract The purpose of this study was to examine schools’ readiness when transitioning to online instruction and equitable practices as well as teachers’ instructional practices for all learners and the provided professional development. Finally, the goals were to examine their preparation, affect, and confidence to teach reading, writing, and to provide online instruction, and examine their to perspectives about the profession. A total of 228 teachers across grades K to 5 participated in an online survey during the COVID-19 pandemic’s transition to remote instruction. Responses revealed that teachers were not as confident in the effects of online instruction, and that despite the provision of devices to students, equitable access to internet was not possible. Teachers’ responses also revealed a lack of personnel at the school level to respond to teachers’ instructional needs while responses revealed differences in supports provided to second language learners. Implications for teacher preparation programs and for research are further discussed.