Browsing by Subject "Remote Learning"

The ongoing remote activities have created unforeseen challenges within education. The virtual distance restrains the forming of relationships and limits opportunities for the teacher to intervene in the students´ learning process. As remote-learning increases demands on basic psychological needs among both students and teachers, the importance of supporting these fundamental needs has become accentuated. The aim of this study is to investigate teachers´ experiences of concerns regarding both themselves and their students in the remote-education context. In particular, the study investigates perceptions of concerns relating to the basic psychological needs for autonomy, relatedness and competence, as supporting these needs in students is fundamental in promoting learning and wellbeing. Furthermore, it is essential for teachers to have their psychological needs satisfied, as it facilitates their ability to provide support for the needs of their students. In this qualitative study, six upper-secondary school teachers´ experiences were heard through semi-structured interviews. The method for analysis used was thematic analysis, used in order to identify and report on meaningful patterns arising from their speech. The categories of analysis were partly inductive, and furthermore deductive, driven by the study´s theoretical interest in Self-Determination Theory. The findings of the study suggest that teachers experienced a vast set of challenges and concern regarding both themselves and their students, and that these concerns did to an extent revolve around basic psychological needs. The main inductive themes were concerns directly related to wellbeing and the teacher-student relationship. Under the three deductive themes of concerns regarding relatedness, competence and autonomy, the findings suggested that the teachers did, explicitly or implicitly, acknowledge the need to support these needs.