Dr Kleopatra Nikolopoulou
National and Kapodistrian University of Athens, Greece
klnikolop@ecd.uoa.gr
Οnline education in early primary years: Teachers’ practices and experiences during the Covid-19 pandemic
Education Sciences
21 January 2022
Online teaching can support students’ learning, but little research exists in
the foundational early primary years (children aged 4-8). The purpose of this study was to investigate teachers’ practices and experiences in implementing online teaching during the pandemic
period. The participants were 14 Greek teachers of early primary years, and data were collected via interviews. The findings indicated that most of the teachers used a combination of teaching
practices-approaches, while the learning activities implemented mainly regarded language, psychomotor activities, display of videos, mathematics and interdisciplinary activities. Teachers’
feelings were initially negative. Disadvantages of online education, as experienced by teachers, mainly regarded technical problems, followed by limited resources/support for children at home,
and limited training in online methodology. Teachers’ positive experiences regarded children’s familiarization with the technology and maintenance of contact with the school environment, while
the role of the parents was revealed as essential.
Nikolopoulou K. (2022). Online Education in Early Primary Years: Teachers’ Practices and Experiences during the COVID-19 Pandemic. Education Sciences, 12(2), 76. https://doi.org/10.3390/educsci12020076
https://doi.org/10.3390/educsci12020076 |