This manuscript explores educators’ perceptions about professional and personal challenges and successes with virtual instruction, along with their concerns about the impact on students and student learning in a virtual environment during the COVID-19 pandemic. Teachers from seventeen school systems in Tennessee and Alabama were invited to participate in the study with sixty-seven participants completing surveys. A phenomenology design model was used, and In Vivo Coding was conducted to analyze the data. Results revealed four main themes related to teachers’ experiences with virtual learning: personal perceptions, instruction, impact on students, and communication. Discussion of the results and their implications are addressed along with limitations and recommendations for future research.
Hamilton, Frances A.; Skelley, Dana L.; and Hile, Kimberly A.
"A Whole New World: PreK-12 Teachers' Perceptions of Instruction during a Pandemic,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 6
, Article 2.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol6/iss1/2