Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education

ABSTRACT

In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

KEYWORDS:

• K–12 education
• online teaching
• teacher readiness
• institutional readiness
• Covid-19

Disclosure statement

There is no financial interest or benefit that has arisen from the direct applications of this research.

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Additional information

Notes on contributors

Sarah K. Howard

Sarah K. Howard is an Associate Professor at the University of Wollongong. Her research focuses on the use of new technologies and data science to explore classroom practice and teacher change, specifically related to digital technology adoption and integration in learning.

Jo Tondeur

Jo Tondeur is an Assistant Professor at the Vrije Universiteit Brussel (MILO). His research interests are in the field of instructional design and educational innovation. His work focuses on ICT integration in teaching and learning processes.

Fazilat Siddiq

Fazilat Siddiq is an Associate Professor at the University of South-Eastern Norway. Her primary research interest is in measurement of students’ digital competence, with an emphasis on communication and collaboration. She is also interested in teachers’ Technological Pedagogical Content Knowledge and use of ICT in their classroom practices.

Ronny Scherer

Ronny Scherer is a Professor at the University of Oslo. His research focuses on substantive-methodological synergisms in the broad areas of science education, computer-based assessment and problem solving.