Abstract
Middle school teachers work to create an environment suitable for distance learning, promoting consistency with instruction for middle-level students during the COVID-19 pandemic. The qualitative research inquiry studied middle school teachers. Using a phenomenological study, the researcher studied how nine middle school teachers made sense of education amid interruption of normal instruction during the COVID-19 pandemic. The theory of transformative learning supported this investigation. Four themes emerged from this research: forced readjustment with teacher-student interaction and quality education, consistency using a virtual platform, middle school teachers’ methods, and middle school teachers’ instructional practices. The researcher recommends the following: challenges that impacted teachers during the COVID-19 pandemic, disparities impacting the community in the area of technology readiness and other resources during the pandemic, student accountability, and achievement amid the coronavirus.
Recommended Citation
Phillips, S. A. (2020). Middle School Teachers Making Sense of Education During the COVID-19 Pandemic. The Journal of Advancing Education Practice, 1(1). https://openriver.winona.edu/jaep/vol1/iss1/4
