Purpose

This study aims to use culturally responsive pedagogy as a model to examine teachers’ views of the equity implications found within virtual instruction.

Design/methodology/approach

The researchers used a descriptive methods design based on survey research employing both fixed (quantitative) and open response (qualitative) options to curate teachers’ perceptions of their students’ abilities to engage in online learning.

Findings

Teachers articulated anxiety for student engagement based on access as well as concerns for student engagement and social emotional learning (SEL) connection. Data point to disparate views of students’ abilities to engage in remote learning based on demographic markers. Teachers also noted their own limitations in providing engaging online instruction that was culturally responsive and included social emotional learning (SEL) learning.

Originality/value

This study provided a unique opportunity to explore teachers’ perceptions of their students in online learning contexts as well as teachers’ perceptions of their own abilities to support diverse students in remote learning. Teachers’ responses indicated deficit views of their culturally and linguistically diverse students and signaled awareness of their own limitations in providing online instruction that was culturally responsive and student centered. Study findings point to a need to equip teachers with tools to mitigate systemic inequity in online contexts.

中文翻译：

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两种流行病的故事：教师对学生参与远程学习的不成比例的看法

目的

本研究旨在使用文化响应式教学法作为模型来检验教师对虚拟教学中发现的公平影响的看法。

设计/方法/途径

研究人员使用基于调查研究的描述性方法设计，采用固定（定量）和开放式响应（定性）选项来管理教师对学生参与在线学习能力的看法。

发现

教师基于访问以及对学生参与和社会情感学习 (SEL) 联系的担忧表达了对学生参与的焦虑。数据表明，根据人口统计指标，对学生参与远程学习的能力存在不同看法。教师们还指出，他们在提供具有文化敏感性并包括社交情感学习 (SEL) 学习的引人入胜的在线教学方面存在局限性。

原创性/价值

这项研究提供了一个独特的机会来探索教师对在线学习环境中学生的看法，以及教师对自己支持不同学生远程学习能力的看法。教师的回答表明了他们对文化和语言多样化的学生的缺陷看法，并表明他们意识到自己在提供具有文化敏感性和以学生为中心的在线教学方面的局限性。研究结果表明，需要为教师配备工具，以减轻在线环境中的系统性不平等现象。