Teachers’ self-reported pedagogical changes: Are we preparing teachers for online stem education?

Abstract

At the onset of the COVID-19 pandemic in March 2020, K-5 teachers were forced to shift their teaching practices from in-person instruction to an emergency remote teaching (ERT) format. Using the TPACK framework (Koehler et al., 2014), this study explores how teachers’ pedagogical practices for STEM instruction may have changed during and after ERT. The results indicate no significant differences in terms of direct instruction. Still, there were noticeable changes with collaborative learning and teachers’ use of technological tools in STEM classrooms. Teachers’ self-reporting of their pedagogical practices shift highlights the need for further professional development in the practical use of technological tools to meet current needs.