“Suspending Classes Without Pauses for Learning”

Abstract

This qualitative study investigated Chinese secondary teachers' perceptions and experiences of remote teaching immediately following the pandemic. Forty-two secondary teachers participated in the study. Data included 30-hour interviews and were analyzed using inductive methods to identify emerging codes and themes. Findings showed a wide variability in teachers' experiences with online teaching ranging from the workload change, parental involvement, and availability of technology resources. However, teachers developed a negative attitude toward remote learning while feeling underprepared to teach online. In addition, greater access to technology use during online teaching did not change Chinese teachers' views towards the goal of education and their overall teaching philosophy and pedagogy. The study provided practical implications regarding how to prepare effective classroom teachers using technology and improves distant education development and management.