Open AccessTeacher Professional Learning Whilst in Quarantine: A Case Study from China
Author(s) -
Kevin Laws,
Xun Feng
Publication year - 2021
Publication title -
iafor journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.146
H-Index - 3
ISSN - 2187-0594
DOI - 10.22492/ije.9.2.08
Subject(s) - curriculum , covid-19 , professional development , medical education , focus group , task (project management) , pedagogy , china , teaching philosophy , face (sociological concept) , isolation (microbiology) , psychology , professional learning community , sociology , political science , medicine , engineering , social science , microbiology and biotechnology , disease , systems engineering , pathology , anthropology , law , infectious disease (medical specialty) , biology
Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.