Teachers’ Perspectives: Teaching Strategies during COVID-19 Pandemic in a Primary School in the United Arab Emirates

Authors

  • Alabidi Suzan
  • Alabidi Farah
  • Amjad Kamal Owais
  • Khaleel Alarabi
  • Hanene Lahiani
  • Bushra S. Abusini

DOI:

https://doi.org/10.59670/ml.v21i1.5159

Abstract

This qualitative case study was conducted in a private school, Abu Dhabi/United Arab Emirates to explore the effect of online-home learning during the COVID-19 pandemic on teachers’ teaching strategies, in particular collaborative learning. The researcher used semi-structured interviews with ten teachers as well as observation. Vygotsky’s Social Constructive theory was used as a framework to understand the impact of online learning on teachers’ teaching strategies. Using thematic analysis, four themes emerged for the research question: What is the effect of online-home learning during the COVID-19 pandemic on teachers’ teaching strategies? (Teachers’ low skills in technology, lack of guidance to students, students’ lack of interest, and struggle in identifying students’ learning styles and needs). Limitations and implications for future research were presented.

Downloads

Published

2023-10-25

How to Cite

Alabidi Suzan, Alabidi Farah, Amjad Kamal Owais, Khaleel Alarabi, Hanene Lahiani, & Bushra S. Abusini. (2023). Teachers’ Perspectives: Teaching Strategies during COVID-19 Pandemic in a Primary School in the United Arab Emirates . Migration Letters, 21(1), 60–71. https://doi.org/10.59670/ml.v21i1.5159

Issue

Section

Articles