'A time of constant innovation!' - The impact of the COVID-19 pandemic on the teaching of food practical Home Economics in Ireland, and learning for future best practice: an explanatory mixed methods study

Abstract

Background: The ongoing global pandemic of SARS-CoV-2 (COVID-19) (WHO, 2020) utterly disrupted traditional modes of education nationally and internationally. Mastering online teaching imposed by the COVID-19 pandemic was challenging for many teachers. The purpose of the study was to illuminate the challenges experienced by food practical Home Economics teachers, investigating their ability to innovate, adapt and proceed with food practical classes during the COVID-19 pandemic. This study also aimed to discover best practical methodologies for online and face-to-face food practical classes while looking forward with reimagined approaches to teaching and learning for a post-pandemic world and documented teachers experiences, agency, adaptations and innovations. Methods: Both qualitative and quantitative research methods were employed to meet study objectives. Data was gathered in the Republic of Ireland via 132 questionnaires with Home Economics teachers and semi-structured interviews with six Home Economics teachers. Results: Results revealed that COVID-19 imposed serious challenges on teachers who nonetheless adapted well to the changing environment. They employed innovation and determination to proceed with practical classes in very challenging working environments, resulting in many positive educational advances. Teachers up-skilled, reflected and collaborated to proceed safely with practical’s and deduced best practice methodologies which in a number of cases arose from trial and error. Findings were employed to produce frameworks for best practice when conducting food practical Home Economics classes (both online and face-to-face). These frameworks have national and international relevance in considering new models of teaching in which authentic teaching can occur and provide alternative pedagogies and technologies to support the food practical. Conclusion: This study recommends more technological training for Home Economics teachers, specifically regarding practical classes, as well as support for physical working environments, collaboration and innovation. This research is focused on how teaching can be reimagined, strengthened and valued to inform future teaching and learning models.