Understanding Online Teaching Readiness and Practice Among Korean K–12 Teachers in Response to COVID-19 Outbreak

• In Event: COVID and Distance Learning

Abstract

The abrupt transitions to online learning due to school closures during COVID-19 have exacerbated the digital inequity in South Korea by affecting the underprivileged students and underfunded schools. Therefore, this study investigates Korean K-12 teachers’ online teaching readiness and practices during the pandemic. This study involves three phases: online teaching readiness survey, online teaching reflection survey, and interviews. The preliminary results indicate that teachers faced significant challenges with little support and training on the pedagogical and technological approach and demonstrated low confidence and motivation in student-centered online learning. This study will continue to examine their development in online teaching pedagogies and overcoming difficulties, which will shed light on how teachers take their educational responsibilities during challenging times.

Authors

• Eunhye Grace Ko, The University of Texas at Austin

• Kyu Yun Lim, Changdeok Girls’ Middle School / Seoul Metropolitan office of Education

• Soohyoung Joo, Teachers College, Columbia University

• Paul E. Resta, The University of Texas at Austin

• Eunkyoung Jang, Garak High School / Seoul Metropolitan office of Education