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Teachers’ Readiness for Emergency Remote Teaching and Its Relation to Subject Area During the COVID-19 Pandemic

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Learning in the Age of Digital and Green Transition (ICL 2022)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 633))

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Abstract

In many countries the first year of the COVID-19 pandemic (March 2020–May 2021), was a year of emergency remote teaching (ERT). Teachers were not prepared in terms of their technological, pedagogical, emotional readiness. This study investigates teachers’ readiness for ERT and analyzes the changes in readiness for ERT in the first two school years during the pandemic (2020–2021). Study also searches for development and differences in readiness for ERT depending on teachers’ subject area (SA).

Based on the existing research and tools available to measure the readiness for online teaching, a self-evaluation survey was developed and adapted for the remote teaching circumstances. It consisted of 32 items, organized into five sub-domains: “Required individual and administrative support”, “Student engagement and communication”, “Digital resources used in ERT”, “Teaching methods used in ERT” and “Attitude to ERT”. Total “Readiness for ERT” was calculated by summarizing the answers in all sub-domains.

The results confirm that emergency remote teaching from March 2020 to May 2021 had a significant impact on Latvian teachers’ Readiness for ERT: it had become significantly higher in all subject areas, except Native language and Computer Science. The significant differences (readiness gap) found in the first months of remote teaching had decreased by May 2021 because of the great amount of ERT practice hours, online webinars and consultations. Subject area did not determine teachers’ readiness for ERT, but added to it. Teachers’ pedagogical competence and attitude were more important for Readiness for ERT than digital competence and technological skills.

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Acknowledgment

This work has been supported by the European Social Fund within the Project No 8.2.2.0/20/I/008 «Strengthening of PhD students and academic personnel of Riga Technical University and BA School of Business and Finance in the strategic fields of specialization» of the Specific Objective 8.2.2 «To Strengthen Academic Staff of Higher Education Institutions in Strategic Specialization Areas» of the Operational Program «Growth and Employment».

This publication was supported by Riga Technical University’s Doctoral Grant program.

Author expresses gratitude to Mrs. Īrisa Celma for her advice during the research.

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Authors and Affiliations

  1. Riga Technical University, Kalku Str. 1, Riga, LV-1050, Latvia

    Evija Mirke

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  1. Evija Mirke
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Correspondence to Evija Mirke .

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Editors and Affiliations

  1. CTI Global, Frankfurt, Germany

    Michael E. Auer

  2. Federal Ministry of Education, Science and Research, Vienna, Austria

    Wolfgang Pachatz

  3. Tallinn University of Technology, Tallinn, Estonia

    Tiia Rüütmann

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Mirke, E. (2023). Teachers’ Readiness for Emergency Remote Teaching and Its Relation to Subject Area During the COVID-19 Pandemic. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_41

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