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<p>This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb’s (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas. The data gathered were analysed using thematic analysis. Recorded interviews were transcribed, coded and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers found means to ensure that education continued amidst the crisis, with the help of various stakeholders. Out of their experiences, teachers gained a lot of realisations and aspirations for their students, parents and self. They have seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, teachers were able to think and reflect on their experiences, learn from the experience, plan for a change and improve their learning and instructional practices.</p>
</abstract>

This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb’s (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed mini-virtual ethnography by interviewing four novice elementary teachers teaching in schools located in mountainous areas. The data gathered were analysed using thematic analysis. Recorded interviews were transcribed, coded and sorted to identify the different themes. The study revealed that teachers experienced challenging and fulfilling encounters on their journey. To cope with the challenges brought by the pandemic, the teachers found means to ensure that education continued amidst the crisis, with the help of various stakeholders. Out of their experiences, teachers gained a lot of realisations and aspirations for their students, parents and self. They have seen that what they went through will help them become stronger, and there is still hope despite what is happening. By engaging in reflective practice, teachers were able to think and reflect on their experiences, learn from the experience, plan for a change and improve their learning and instructional practices.

Novice elementary teachers’ pedagogical journey in far-flung schools in the time of COVID-19 pandemic

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019...

Novice elementary teachers’ pedagogical journey in far-flung schools in the time of COVID-19 pandemic

Publié en ligne: 15 déc. 2022

Pages: 90 - 96

DOI: https://doi.org/10.2478/rem-2022-0026

Mots clés
Pedagogical Journey, Novice Elementary Teachers, Reflection, Far-Flung Schools, COVID-19 Pandemic

© 2022 Mark Floricar G. Hipolito, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Novice elementary teachers’ pedagogical journey in far-flung schools in the time of COVID-19 pandemic

Publié en ligne: 15 déc. 2022

Pages: 90 - 96

DOI: https://doi.org/10.2478/rem-2022-0026

Mots clésPedagogical Journey, Novice Elementary Teachers, Reflection, Far-Flung Schools, COVID-19 Pandemic

© 2022 Mark Floricar G. Hipolito, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
Pedagogical Journey, Novice Elementary Teachers, Reflection, Far-Flung Schools, COVID-19 Pandemic