The COVID-19 Pandemic has impacted the entire world. Teachers have been challenged throughout this time to adapt their teaching practices amidst a constantly changing environment. The purpose of this study was to answer the research questions: (1) how did teachers' responses to the COVID-19 pandemic vary between the United States and Venezuela? And (2) what do teachers perceive they need to better support children in the aftermath of the COVID-19 pandemic? This research used an interpretive, case study approach through kindergarten teacher interviews and curricula analysis. Teachers were included in the study if they had taught for more than five years and less than 15; served between 15 and 30 children in their classrooms during the pandemic; were lead teachers during the pandemic; and had a bachelor's degree in education. To respond to the pandemic, teachers experienced changes between the initial response and subsequent teaching approaches, they acquired new skills, used different forms of technology, were influenced by students' ages, had challenges with the home environment, found support from families, had to provide support to families, they required support, utilized school resources, and developed COVID-19 safety measures. Teachers in both countries had to provide increased support for children's wellbeing, but, in Venezuela, teachers had a stronger academic emphasis. To support children beyond the pandemic, teachers from both countries spoke about requiring materials, professional support, and comprehension from administrators towards their work. Teachers from both countries demonstrated low concerns about the future of young children.
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Master of Science (M.S.)
College of Community Innovation and Education
School of Teacher Education
Early Childhood Development and Education
Length of Campus-only Access
Masters Thesis (Open Access)
Spinetti Rincon, Maria, "Comparing Teacher Responses to the COVID-19 Pandemic in Venezuela and the United States" (2021). Electronic Theses and Dissertations, 2020-. 563.