Preschool teachers’ practices of online learning during the pandemic: insights from Egypt

Ahmed Hassan Hemdan Mohamed, Samah Abd Al Fatah Mohamed Marzouk

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

The purpose of this study was to examine preschool teachers’ practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven subscales (45 items) that represented teachers’ online practices during the pandemic. The multiple linear regression analysis showed that teachers’ online learning practices in private and international schools outperformed those in other schools. Teachers who have a teaching experience (11–20 years) outperformed other teachers. Teachers who had training related to online learning showed better practices than other teachers who had not. The multivariate analysis of variance showed that there are statistically significant differences according to the type of school. The study results highlight the need to enhance teachers’ online practices during the pandemic to maximise preschool students’ learning gains.

Original languageEnglish
JournalEducation 3-13
DOIs
Publication statusAccepted/In press - 2022

Keywords

  • Preschool
  • online learning
  • pandemic
  • perceptions
  • practices
  • teachers

ASJC Scopus subject areas

  • Education
  • Life-span and Life-course Studies

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