The second of two articles that scrolled across my electronic desk over the past few days.

Reboot and recover: Navigating online instruction for post-COVID-19 secondary teachers

• • January 2023
  • International Journal on Innovations in Online Education 7(1)

• DOI: 10.1615/IntJInnovOnlineEdu.2023048362

• Jennifer Lynn Economos
• Jennifer Jones

Abstract – The COVID-19 pandemic had a tremendous impact on K-12 education. In 2020, New York schools were ordered to close, forcing over two million students and two hundred thousand teachers to rapidly shift to remote instruction. Teachers reported feeling unprepared for the pace and magnitude of this change, partly due to their varied technical backgrounds and limited exposure to remote instruction. While the field has begun to define core practices of quality remote instruction, little is known about what professional experiences might lead in-service teachers to embrace these core practices. Many districts in New York remained partially remote through the 2020–21 school year and beyond, so improving the quality of remote instruction available to secondary students in grades 7–12 is paramount. A mixed methods research study addressed the preparedness and professional development needs of in-service teachers during the pandemic. Over the last decade, several teacher preparation programs have begun to include remote instruction as a key pedagogical practice. The pandemic created a unique opportunity to study how in-service teachers experienced the shift to remote instruction. The results of this study may be instrumental in developing education modules in remote instruction for preservice teachers in secondary education preparation programs.