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Exploring Teachers' Experiences with Blended Learning During the COVID-19 Pandemic: Insights for Teacher Preparation

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Author(s): Jackie HeeYoung Kim; E. Anthony Muhammad
Language:
English
Source:
SRATE Journal. 2025 34(1).
Publication Date:
2025
Document Type:
Journal Articles
Reports - Research

Additional Information
- Availability:
  Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
- Peer Reviewed:
  Y
- Source:
  11
- Education Level:
  High Schools
  Secondary Education
- Subject Terms:
  Teaching Experience; Blended Learning; COVID-19; Pandemics; Educational Technology; Technology Uses in Education; High School Teachers; Reflective Teaching; Student Motivation; Attendance; Barriers; Faculty Development; Resilience (Psychology); Catholic Schools
- ISSN:
  1068-1752
  1068-1752
- Abstract:
  This study examines the challenges and adaptations educators faced during the shift to blended learning due tothe COVID-19 pandemic, offering insights to improve teacher preparation for future disruptions. It employs a hermeneutic phenomenological approach to analyze teachers' experiences at a Southeastern U.S. private high school, identifying five key themes: frustration with virtual instruction, reliance on reflective practices, low student motivation, increased absenteeism, and "new teacher challenges." The findings highlight the value of annual teacher preparatory training to enhance resilience and instructional effectiveness in post-pandemic education.
- Abstract:
  As Provided
- Publication Date:
  2025
- Accession Number:
  EJ1464420

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