Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
<mark>Journal publication date</mark> | 30/09/2023 |
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<mark>Journal</mark> | Journal of Research on Technology in Education |
Issue number | 3 |
Volume | 54 |
Number of pages | 17 |
Pages (from-to) | 473-489 |
Publication Status | Published |
Early online date | 6/04/21 |
<mark>Original language</mark> | English |
Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data reveal teacher support strategies from across 50 different high and low-income countries. Few studies focused on a teacher’s subject and the age range taught. In the examination of professional development provided to prepare K-12 teachers to conduct ERE, eight codes emerged from the grounded coding as; 1) prior preparation, 2) understanding ERE, 3) needs analysis, 4) digital pedagogical strategies, 5) technology tools, 6) frameworks, 7) digital equity, and 8) mental wellness.