University of Oulu

Korte, S.-M., Körkkö, M., Paksuniemi, M., Hast, M., Mommo, S., Selkälä, A., & Keskitalo, P. (2022). Experiences of remote teaching, technological pedagogical competencies and workload of teachers in northern Finland during the COVID-19 pandemic. Education in the North, 29(2), 68-93. https://doi.org/10.26203/P6GP-9729

Experiences of remote teaching, technological pedagogical competencies and workload of teachers in northern Finland during the COVID-19 pandemic

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Author: Korte, Satu-Maarit1; Körkkö, Minna2; Paksuniemi, Merja1;
Organizations: 1University of Lapland, Finland
2University of Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 0.7 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2022120569477
Language: English
Published: University of Aberdeen, 2022
Publish Date: 2022-12-05
Description:

Abstract

In this study, we examine the experiences of teachers, particularly in relation to their remote teaching competencies, in the county of Lapland, North Finland, during the COVID-19 pandemic, as they face new pedagogical challenges in remote teaching. To identify the teachers’ competency needs in remote teaching, the study uses questionnaire data (N=164) collected from primary, secondary and upper secondary school teachers. The results of the systematic representative survey study are analysed using the technological pedagogical content knowledge (TPACK) model to investigate the preconditions for and challenges in implementing remote teaching in terms of teachers’ competencies. The participants’ responses indicate that different municipalities prepared for remote teaching and learning in quite diverse ways. Some municipalities lacked the necessary tools for remote learning, and the workload increase and job satisfaction experienced by teachers were related to the digital tools provided by their employers. The development of teachers’ diverse competencies is pivotal in teacher education and in-service teacher training so that they can acquire the ability to take initiative and function well in diverse and changing educational contexts. This study outlines the dimensions of teachers’ technological pedagogical competencies that were further developed from the TPACK framework.

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Series: Education in the north
ISSN: 0424-5512
ISSN-E: 2398-0184
ISSN-L: 0424-5512
Volume: 29
Issue: 2
Pages: 68 - 93
DOI: 10.26203/p6gp-9729
OADOI: https://oadoi.org/10.26203/p6gp-9729
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Copyright information: © 2022 Korte et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non-commercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited.
  https://creativecommons.org/licenses/by-nc/4.0/