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Puerto Rican English Teachers' Perceptions of Distance Reading Lessons in Times of COVID-19.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Puerto Rican English Teachers' Perceptions of Distance Reading Lessons in Times of COVID-19./
Author:	Cruz Colon, Miriam.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	157 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	COVID-19. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28648823
ISBN:	9798534692969

Puerto Rican English Teachers' Perceptions of Distance Reading Lessons in Times of COVID-19.
Cruz Colon, Miriam.

Puerto Rican English Teachers' Perceptions of Distance Reading Lessons in Times of COVID-19. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 157 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2021.

This item must not be sold to any third party vendors.

The purpose of this study was to document the perceptions of five Puerto Rican English teachers from one private school regarding the implementation of distance reading lessons. The focus of this phenomenological research was to explore teachers' lived experiences and perceptions of their beliefs, opinions, attitudes, resources, benefits, and the challenges of teaching distance reading lessons in times of COVID 19 and earthquakes. K-12 private school English teachers' perceptions were gathered through semi-structured interviews and a focus group. The analysis was developed through Moustakas's adapted version of Van Kaam's phenomenological data analysis procedure to acquire a description of the phenomenon from the transition to face-to-face [synchronous] instruction.The study results revealed that some participants viewed the transition to face-to-face teaching positively, while others perceived the transition as one full of challenges. All participants used Zoom as their main teaching platform and most integrated Google Forms, PowerPoint, and YouTube to supplement and enrich their lectures. Results exposed how teachers considered the schools' curricular content as one designed to be flexible which facilitated instruction. Most participants highlighted the importance of peer coaching, self-training, and having multiple session workshops to learn key concepts and teach distance reading lessons properly. Some implications were that most participants showed a positive attitude, keeping students motivated through various teaching strategies. Educational leaders and supervisors can administer surveys to teachers, parents, and students, to identify emotional, and educational needs that may arise during the transition to distance instruction. Adequate training and peer coaching could help teachers improve their technological skills, instructional methods, and assess reading skills successfully. Some recommendations on future studies can rely on the selection of larger samples, including teachers from other private schools, also located in the south part of Puerto Rico, that have been forced to teach their reading lessons virtually because of the COVID-19 pandemic and earthquakes. Research can also be directed toward students' perceptions regarding their attitudes, beliefs, and opinions on their experiences of distance reading lessons. Further studies should also be extended to teachers of other subjects to gather insights into their best practices of distance teaching.

ISBN: 9798534692969Subjects--Topical Terms:

3554449
COVID-19.
Subjects--Index Terms:

COVID-19

Puerto Rican English Teachers' Perceptions of Distance Reading Lessons in Times of COVID-19.
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520 $a The purpose of this study was to document the perceptions of five Puerto Rican English teachers from one private school regarding the implementation of distance reading lessons. The focus of this phenomenological research was to explore teachers' lived experiences and perceptions of their beliefs, opinions, attitudes, resources, benefits, and the challenges of teaching distance reading lessons in times of COVID 19 and earthquakes. K-12 private school English teachers' perceptions were gathered through semi-structured interviews and a focus group. The analysis was developed through Moustakas's adapted version of Van Kaam's phenomenological data analysis procedure to acquire a description of the phenomenon from the transition to face-to-face [synchronous] instruction.The study results revealed that some participants viewed the transition to face-to-face teaching positively, while others perceived the transition as one full of challenges. All participants used Zoom as their main teaching platform and most integrated Google Forms, PowerPoint, and YouTube to supplement and enrich their lectures. Results exposed how teachers considered the schools' curricular content as one designed to be flexible which facilitated instruction. Most participants highlighted the importance of peer coaching, self-training, and having multiple session workshops to learn key concepts and teach distance reading lessons properly. Some implications were that most participants showed a positive attitude, keeping students motivated through various teaching strategies. Educational leaders and supervisors can administer surveys to teachers, parents, and students, to identify emotional, and educational needs that may arise during the transition to distance instruction. Adequate training and peer coaching could help teachers improve their technological skills, instructional methods, and assess reading skills successfully. Some recommendations on future studies can rely on the selection of larger samples, including teachers from other private schools, also located in the south part of Puerto Rico, that have been forced to teach their reading lessons virtually because of the COVID-19 pandemic and earthquakes. Research can also be directed toward students' perceptions regarding their attitudes, beliefs, and opinions on their experiences of distance reading lessons. Further studies should also be extended to teachers of other subjects to gather insights into their best practices of distance teaching.
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