From Traditional to Home-Based Learning: Challenges of Elementary School Teachers during COVID-19 in Trinidad and Tobago
Abstract
This study has explored the perspectives of elementary school teachers of their challenges during the COVID-19 pandemic, as they transitioned from their traditional mode of facilitation to a program called Home-Based Learning (HBL). The objectives of the study, which focuses on the implementation of HBL for elementary school students, from March 2020 to June 2021, were to investigate elementary school teachers’ perspectives on their readiness for HBL; to determine elementary school teachers’ perspectives on their students’ readiness for HBL; and to investigate elementary school teachers’ perspectives on their implementation of HBL. There was a need to determine how teachers, students and parents responded to this sudden shift. Data were collected through semi-structured interviews with 40 teachers from all class levels, number of years teaching and from the eight educational districts. The results demonstrated that despite the efforts of the Ministry of Education (MoE) to provide support and assistance, teachers struggled with instructional strategies and pedagogy, connectivity and technology concerns, parental support and involvement, burnout and being overwhelmed with the long hours preparing for online and offline students and lack of continuous professional development. It was clear that teachers used creative and innovative means to ensure learning continued, striving to make HBL work for their students. It is recommended that the MoE design and implement a continuous and structured professional development programme for teachers, ensure that technology resources and infrastructure are available and sustained and that internet connectivity be reliable and suitably fast in all elementary schools.
Keywords: Home-based learning, Trinidad and Tobago, teacher training, online learning
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International
