Teachers' Perception Towards Teaching and Learning in the New Normal Education
Rhyza Shayne G. German
Covid-19 has resulted a significant global transformation in the education sector, both in teaching and learning. Within a short time, the very path of future schooling has shifted.
To continue to deliver education and maintain student academic growth, schools at all levels made appropriate and timely reforms. The instructional activities were instantly transitioned to a complete distance learning. Although distance and online learning have been viewed as educational tools that have been used to enhance face-to-face learning, they have not been generally employed as the only channel to deliver the whole school year's curriculum. While it is considered that information technology has enabled those with access to continue studying during the lockdown, the presence of a digital divide between the rich and poor is clear.
Because different areas of a country have varying levels of technology availability and connection levels, the experience of distance and online learning for teachers and students will vary throughout the region. Teachers and students in less developed locations may choose onsite lessons over those from more developed urban areas with a stronger connection. For teachers who are already accustomed to the digital arena, the overnight transition from traditional physical-contact classrooms to full-distance learning may be less abrupt.
Due to the closing of educational institutions, there was an immediate move from face-to-face lessons to remote learning sessions. Teachers were forced to teach lessons in front of computers, exactly as they would in traditional classrooms. Many teachers have never given lessons in an online format before, necessitating the rapid development of a wide variety of skills. They also had to modify the content and structure of their services and select the best strategies for engaging their pupils in a virtual context. As teachers struggled to make the transition to remote learning, they encountered restrictions such as connection issues, pedagogy, and evaluation procedures, as well as the necessity to adapt and transfer their teaching content to suit the distant learning mode.
The author
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is Teacher I at Teresa Elementary School, Narra Del Sur District, Schools Division of Palawan, MIMAROPA Region