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Kindergarten Teachers’Attitudes Toward Distance Education During the COVID-19 Outbreak

Kindergarten Teachers’Attitudes Toward Distance Education During the COVID-19 Outbreak SummaryThis research report presents results of a study on kindergarten teacher’s attitudes toward distance education during the COVID-19 pandemic and their associations with selected characteristics related to the teacher’s profession. The tools that the teachers used for distance education were also described. 429 correctly completed surveys were collected. The most positive opinions concerned the development of one’s professional competencies, feeling positive emotions in the relationship with children and their parents. One of the worst assessed areas was those related to the possibility of supporting the social and emotional development of children. Most of the examined aspects of professional functioning, e.g. seniority, the location of the kindergarten, did not differentiate the attitudes. The differences mainly concerned teachers of special kindergartens, who in some aspects of attitudes (e.g. positive emotions towards this form of work) obtained lower results than teachers employed in other types of kindergartens. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Yearbook of Pedagogy de Gruyter

Kindergarten Teachers’Attitudes Toward Distance Education During the COVID-19 Outbreak

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Publisher
de Gruyter
Copyright
© 2020 Barbara Jankowiak et al., published by Sciendo
eISSN
2719-888X
DOI
10.2478/rp-2020-0006
Publisher site
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Abstract

SummaryThis research report presents results of a study on kindergarten teacher’s attitudes toward distance education during the COVID-19 pandemic and their associations with selected characteristics related to the teacher’s profession. The tools that the teachers used for distance education were also described. 429 correctly completed surveys were collected. The most positive opinions concerned the development of one’s professional competencies, feeling positive emotions in the relationship with children and their parents. One of the worst assessed areas was those related to the possibility of supporting the social and emotional development of children. Most of the examined aspects of professional functioning, e.g. seniority, the location of the kindergarten, did not differentiate the attitudes. The differences mainly concerned teachers of special kindergartens, who in some aspects of attitudes (e.g. positive emotions towards this form of work) obtained lower results than teachers employed in other types of kindergartens.

Journal

Yearbook of Pedagogy – de Gruyter

Published: Dec 1, 2020

Keywords: distance education; COVID-19; attitudes toward distance education; kindergarten teachers profession

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