Primary Teachers’ Principles for High-Quality Distance Teaching During COVID-19

References

• Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-Pacific Journal of Teacher Education, 48(3), 233–236. https://doi.org/https://doi.org/10.1080/1359866X.2020.1752051
   Web of Science ®Google Scholar
• Åkerlind, G. (2005). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 24(4), 321–334. https://doi.org/https://doi.org/10.1080/07294360500284672
   Google Scholar
• Åkerlind, G., Bowden, J., & Green, P. (2005). Learning to do phenomenography: A reflective discussion. In J. Bowden & P. Green (Eds.), Doing developmental phenomenography (pp. 74–100). RMIT University Press.
   Google Scholar
• Barbour, M. (2015). Real-time virtual teaching: Lessons learned from a case study in a rural school. Online Learning, 19(5), 54–68. https://doi.org/https://doi.org/10.24059/olj.v19i5.705
   Web of Science ®Google Scholar
• Barbour, M., Archambault, L., & DiPietro, M. (2013). K–12 online distance education: Issues and frameworks. American Journal of Distance Education, 27(1), 1–3. https://doi.org/https://doi.org/10.1080/08923647.2013.759452
   Google Scholar
• Basic Education Act. (1998). https://www.finlex.fi/en/laki/kaannokset/1998/en19980628.pdf
   Google Scholar
• Bennet, D., & Bennet, A. (2008). Engaging tacit knowledge in support of organizational learning. VINE, 38(1), 72–94. https://doi.org/https://doi.org/10.1108/03055720810870905
   Google Scholar
• Borup, J., Chambers, C. B., & Stimson, R. (2019). K-12 student perceptions of online teacher and on-site facilitator support in supplemental online courses. Online Learning, 23(4), 253–280. https://doi.org/https://doi.org/10.24059/olj.v23i4.1565
   Web of Science ®Google Scholar
• Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to corona virus pandemic. Asian Journal of Distance Education, 15(1), i–iv. https://doi.org/https://doi.org/10.5281/zenodo.3778083
   Google Scholar
• Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/https://doi.org/10.1080/02619768.2020.1821184
   Web of Science ®Google Scholar
• DiPietro, M., Ferdig, R., Black, E., & Preston, M. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interactive Online Learning, 7(1), 10–35. http://www.ncolr.org/jiol/issues/pdf/7.1.2.pdf
   Google Scholar
• Dyment, J. E., & Downing, J. J. (2020). Online initial teacher education: A systematic review of the literature. Asia-Pacific Journal of Teacher Education, 48(3), 316–333. https://doi.org/https://doi.org/10.1080/1359866X.2019.1631254
   Web of Science ®Google Scholar
• Finnish Government. (2020a, March 20). Government extends measures related to emergency conditions until 13 May. https://valtioneuvosto.fi/en/artikkeli/-/asset_publisher/10616/hallitus-jatkaa-poikkeusoloihin-liittyvia-toimia-13-toukokuuta-saakka
   Google Scholar
• Finnish Government. (2020b, April 29). Government decides to lift the restrictions on early childhood education and care and on primary and lower secondary education 2020. https://valtioneuvosto.fi/en/-/10616/hallitus-paatti-varhaiskasvatuksen-ja-perusopetuksen-rajoitteiden-purkamisesta
   Google Scholar
• Finnish National Agency for Education. (2020a, August 13). New school year began in contact teaching. https://www.oph.fi/en/news/2020/new-school-year-began-contact-teaching
   Google Scholar
• Finnish National Agency for Education. (2020b). Distance education in Finland during the COVID-19 crisis. Initial observations. https://www.oph.fi/sites/default/files/documents/distance-education-in-finland-during-covid19_initial-observations.pdf
   Google Scholar
• Finnish National Agency for Education. (2020c, April 3). Oppilaan arviointi perusopetuksessa poikkeusolojen aikana [Student assessment in basic education during an emergency]. https://www.oph.fi/fi/uutiset/2020/perusopetuksen-oppilaan-arvioinnin-toteuttaminen-poikkeusolojen-aikana
   Google Scholar
• Finnish National Agency for Education. (2020d, April 6). Oppimissovellusten, sosiaalisen median palveluiden ja digitaalisten pelien käyttö opetuksessa [The use of learning applications, social media and digital games in teaching]. https://www.oph.fi/fi/oppimissovellusten-sosiaalisen-median-palveluiden-ja-digitaalisten-pelien-kaytto-opetuksessa
   Google Scholar
• Gu, Q., & Day, C. (2007). Teachers resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://doi.org/https://doi.org/10.1016/j.tate.2006.06.006
   Web of Science ®Google Scholar
• Guerriero, S., & Révai, N. (2017). Knowledge-based teaching and the evolution of a profession. In S. Guerriero (Ed.), Pedagogical knowledge and the changing nature of the teaching profession (pp. 253–269). OECD. https://doi.org/https://doi.org/10.1787/9789264270695-en
   Google Scholar
• Hall, T., Connolly, C., Grádaigh, SÓ, Burden, K., Kearney, M., Schuck, S., Bottema, J., Cazemier, G., Hustinx, W., Evens, M., Koenraad, T., Makridou, E., & Kosmas, P. (2020). Education in precarious times: A comparative study across six countries to identify design priorities for mobile learning in a pandemic. Information and Learning Sciences, 121(5–6), 433–442. https://doi.org/https://doi.org/10.1108/ILS-04-2020-0089
   Web of Science ®Google Scholar
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
   Google Scholar
• Kennedy, K., Cavanaugh, C., & Dawson, K. (2013). Preservice teachers’ experience in a virtual school. American Journal of Distance Education, 27(1), 56–67. https://doi.org/https://doi.org/10.1080/08923647.2013.756757
   Google Scholar
• Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 54–86). Jossey Bass.
   Google Scholar
• Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/https://doi.org/10.1111/bjep.12381
   PubMed Web of Science ®Google Scholar
• Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/https://doi.org/10.1016/j.tate.2017.06.001
   Web of Science ®Google Scholar
• König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/https://doi.org/10.1080/02619768.2020.1809650
   Web of Science ®Google Scholar
• Kvale, S., & Brinkmann, S. (2009). Interviews. Learning the craft of qualitative research interviewing (2nd ed.). Sage.
   Google Scholar
• Marton, F. (1994). Phenomenography. In T. Husén & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 4424–4429). Pergamon.
   Google Scholar
• Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associates.
   Google Scholar
• Mikkilä-Erdmann, M., Warinowski, A., & Iiskala, T. (2019). Teacher education in Finland and future directions. Oxford Research Encyclopedia of Education. https://doi.org/https://doi.org/10.1093/acrefore/9780190264093.013.286
   Google Scholar
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054. https://doi.org/https://doi.org/10.1111/j.1467-9620.2006.00684.x
   Web of Science ®Google Scholar
• Moore-Adams, B. L., Jones, W. M., & Cohen, J. (2016). Learning to teach online: A systematic review of the literature on K-12 teacher preparation for teaching online. Distance Education, 37(3), 333–348. https://doi.org/https://doi.org/10.1080/01587919.2016.1232158
   Web of Science ®Google Scholar
• Murphy, E., Rodriguez-Manzanares, M., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. https://doi.org/https://doi.org/10.1111/j.1467-8535.2010.01112.x
   Web of Science ®Google Scholar
• Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/https://doi.org/10.1080/13523260.2020.1761749
   Web of Science ®Google Scholar
• Murray, C., Heinz, M., Munday, I., Keane, E., Flynn, N., Connolly, C., Hall, T., & MacRuairc, G. (2020). Reconceptualising relatedness in education in “distanced” times. European Journal of Teacher Education, 43(4), 488–502. https://doi.org/https://doi.org/10.1080/02619768.2020.1806820
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. (2020a, April 3). Learning remotely when schools close: How well are students and schools prepared? Insights from PISA. OECD policy responses to coronavirus (COVID-19). https://www.oecd.org/coronavirus/policy-responses/learning-remotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7/
   Google Scholar
• Organisation for Economic Co-operation and Development. (2020b). Education at a glance 2020: OECD Indicators. OECD Publishing. https://doi.org/https://doi.org/10.1787/69096873-en
   Google Scholar
• Organisation for Economic Co-operation and Development. (n.d.). Better life index. Education. Retrieved May 5, 2020, from http://www.oecdbetterlifeindex.org/topics/education/
   Google Scholar
• Øgaard, A. (2018). Conventional classroom teaching through ICT and distance teaching. A Case Study from Greenland. Nordic Journal of Digital Literacy, 13(1), 9–23. https://doi.org/https://doi.org/10.18261/issn.1891-943x-2018-01-02
   Web of Science ®Google Scholar
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.
   Google Scholar
• Reiach, S., Cassidy, V., & Averbeck, C. (2012). The evolution of distance education in Australia. Quarterly Review of Distance Education, 13(4), 247–252.
   Google Scholar
• Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. Organisation for Economic Co-operation and Development. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
   Google Scholar
• Rice, K., & Dawley, L. (2009). The status of professional development for K-12 online teachers: Insights and implications. Journal of Technology and Teacher Education, 17, 523–545.
   Google Scholar
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/https://doi.org/10.17763/haer.57.1.j463w79r56455411
   Web of Science ®Google Scholar
• Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning literature – a need for an integrative approach. Education + Training, 56(2–3), 105–121. https://doi.org/https://doi.org/10.1108/ET-11-2012-0123
   Google Scholar
• Smith, K. F., Goldberg, M., Rosenthal, S., Carlson, L., Chen, J., Chen, C., & Ramachandran, S. (2014). Global rise in human infectious disease outbreaks. Journal of the Royal Society Interface, 11(101), 101. https://doi.org/https://doi.org/10.1098/rsif.2014.0950
   Web of Science ®Google Scholar
• van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/https://doi.org/10.1080/02619768.2020.1821185
   Google Scholar
• Trade Union of Education in Finland. (2020a, March 26). Virus heitti opettajat syvään päätyyn [The virus threw teachers straight into the deep end]. https://www.opettaja.fi/ajassa/virus-heitti-opettajat-syvaan-paatyyn/
   Google Scholar
• Trade Union of Education in Finland. (2020b, April 23). OAJ:n kysely koskien opetuksen poikkeusjärjestelyjä keväällä 2020 [Survey by The Trade Union of Education in Finland for distance teaching arrangements in Spring 2020]. https://www.oaj.fi/ajankohtaista/uutiset-ja-tiedotteet/2020/koronavirus-kysely/
   Google Scholar
• United Nations. (2020, October 12). Staggering’ rise in climate emergencies in last 20 years, new disaster research shows. https://news.un.org/en/story/2020/10/1075142
   Google Scholar
• United Nations Educational, Scientific and Cultural Organization. (n.d.). Global monitoring of school closures caused by COVID-19. Retrieved September 28, 2020, from https://en.unesco.org/covid19/educationresponse
   Google Scholar
• World Economic Forum. (2017, September 26). The global competitiveness report 2017–2018. https://www.weforum.org/reports/the-global-competitiveness-report-2017-2018
   Google Scholar