Abstract

This study sought to understand the lived experiences of mathematics faculty teaching during the COVID-19 pandemic's rapid shift from on-campus instruction to online education. Faculty are the primary influencers at a college. Their perspectives on the challenges and changes to teaching practices may determine a college's response to improving teaching and learning during a crisis. At the time of the COVID-19 transition, many faculty had no experience creating and teaching an online course, and some had previously been resistant to teaching online. Using a phenomenological approach, nine participants at a large state college were interviewed using the Teacher-Centered Systemic Reform (TCSR) model (Gess-Newsome et al., 2003) as the framework. Five themes emerged from the initial layer of contextual awareness. The themes described participants' inner turmoil based on the pandemic environment and the subsequent changes. The participants described the phenomena in five overlapping themes of emotional context: a) professional emotion challenges, (b) professional learning, (c) pedagogy, (d) teacher culture, and (e) instructional values. The findings revealed a new category to the Teacher-Centered Systemic Reform (TCSR) model, emotional context. The study filled a gap in the literature regarding math faculty experiences and provided recommendations for both faculty and administrators.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Jensen, Devon

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Higher Education Track

Identifier

CFE0009183; DP0026779

URL

https://purls.library.ucf.edu/go/DP0026779

Language

English

Release Date

August 2022

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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