jeromie whalen

In the spring of 2020, educational institutions across the nation shifted rapidly from traditional in-person learning to emergency remote teaching as a result of the COVID-19 pandemic. Over the next several months educators found themselves instructing in drastically different educational environments while implementing new technologies in virtual classrooms with little to no prior experience. Through a mixed-methods analysis of two separate surveys of K-12 public school educators taken at different intervals in their remote teaching journey, this study examines changes in educator confidence and self-efficacy as it pertained to their skill and familiarity with remote teaching. It also seeks to understand more about underlying areas of focus and prioritization for teachers reflecting on their experiences in this non-traditional educational setting.