COVID-19 and Emergency Remote Teaching in the Country of Georgia: Catalyst for Educational Change and Reforms in Georgia?

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Electronic Learning; Elementary Secondary Education; Public Schools; Readiness; Educational Resources; Educational Policy; Language of Instruction; Ethnic Groups; Equal Education; Teacher Competencies; Technological Literacy; Access to Computers; Barriers; Access to Education

10.1080/00131946.2020.1863806

0013-1946

The purpose of this study was to investigate the implementation of emergency remote teaching practices at non-Georgian language public K-12 schools of the country of Georgia. The following research questions guided the study: (1) What resources are available for K-12 schools during COVID-19 pandemic to conduct remote teaching; (2) What was the readiness of non-Georgian language schools for implementation emergency remote teaching; (3) What educational policy topics emerged during the implementation of emergency remote teaching, which has important implications for educational reforms. This qualitative study used a multiple case studies as a major research method. About 29 case studies were conducted in non-Georgian language schools in the regions of Kvemo-Kartli and Samtskhe-Javakheti. Analysis of the findings illuminated several factors that may have implications for planning educational policies. First, our data suggest the importance of the differentiated and decentralized approach to education management. Second, teachers found professional development activities guided by specific needs during pandemic more effective and helpful. Introduction of context and need-based professional development is important for the best improvement of teacher's skills and competencies. Third, the majority of the teachers were not ready for remote teaching and the need for complex changes in in-service teacher training and teacher education programs are obvious. Fourth, parental engagement increased during the pandemic and it yielded important positive results. Fifth, teacher accountability increased, which improved the quality of teaching. Introduction of effective accountability mechanisms can positively affect the quality of instruction. Finally, emergency remote teaching has exacerbated inequities in access to education. Based on the study's findings, the authors suggest that decision-makers take the opportunity of the lessons learned during the COVID-19 pandemic and introduce comprehensive changes to the system.

As Provided

2021

EJ1285261