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The research analyzes teachers’ experiences in Northern Finland, England, and Norway, aiming to inform education strategies and support pre- and in-service teacher education development. Data come from an online survey of in-service teachers in Lapland (N=164) and semi-structured interviews in England (N=20) and northern Norway (N=30). Two-phase analysis addresses teaching and learning experiences, followed by teachers’ challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-volume-25-winter-2023-issue-1-a-transnational-comparative-study-of-teachers-experiences-of-remote-teaching-and-learning-during-covid-19-pandemic/600351/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-volume-25-winter-2023-issue-1-a-transnational-comparative-study-of-teachers-experiences-of-remote-teaching-and-learning-during-covid-19-pandemic/600351.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about remote teaching during COVID-19?","Question",{"text":112,"@type":113},"It examines teachers’ experiences of remote teaching and learning after the sudden shift from classroom instruction to remote online teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the research data collected across the three contexts?",{"text":117,"@type":113},"The study uses an online survey of in-service teachers in Lapland (N=164) and semi-structured interviews with teachers in England (N=20) and northern Norway (N=30).",{"name":119,"@type":110,"acceptedAnswer":120},"What guidance does the study suggest for teacher education moving forward?",{"text":121,"@type":113},"It recommends strengthening strategies that improve teachers’ interaction, collaboration, and knowledge sharing, and developing pre- and in-service teacher education to support digitalization and online pedagogy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600351,1792167005,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 25, Issue 1, Winter 2023  \nA Transnational Comparative Study of Teachers’Experiences of Remote Teaching and Learning During  \nCOVID-19 Pandemic  \nSatu-Maarit Korte  \nUniversity of Lapland, Finland  \nMinna Körkkö  \nUniversity of Oulu, Finland  \nOuti Kyrö-Ämmälä  \nUniversity of Lapland, Finland  \nMiia Hast  \nUniversity of Lapland, Finland  \nSanna Mommo  \nUniversity of Lapland, Finland  \nMerja Paksuniemi  \nUniversity of Lapland, Finland  \nGregor Maxwell  \nUiT Arctic University of Norway  \nMhairi Beaton  \nLeeds Beckett University  \nPigga Keskitalo  \nUniversity of Lapland, Finland  \nThis article presents the fi ndings of an international comparative multiple-case study that examined the sudden change from classroom to remote online teaching during the COVID-19 pandemic. The study specifically explored the experiences of teachers in Northern Finland, England, and Norway, seeking to provide new information about the education situation and identify the focus areas to guide the education offuture teachers. The data were collected in three different ways in three different contexts: via an online survey of in-service teachers in Lapland, Finland (N = 164), and through different semi-structured interviews with teachers in England (N = 20) and northern Norway (N = 30). The data analysis was conducted in two phases. The first phase focused on teachers’ experiences in teaching and learning and the second phase on teachers’challenges. The results refl ect teachers’ desire for additional education on online pedagogy, as well as the signifi cance of teacher collaboration and knowledge sharing.  \n© 2023, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 25(1), 4-24 .  \nA transnational comparative study of teachers’ experiences of remote teaching and learning  \nThe fi ndings can be used to develop pre-and in-service teacher education, supporting the dynamic digitization of teacher education programs and policies. We recommend that strategies should be developed for how such programs can strengthen future teachers’interaction, collaboration, and knowledge sharing.  \nKeywords: online pedagogy, remote teaching, teacher education.  \nIntroduction  \nThe global lockdowns during the COVID-19 pandemic impacted everyone’s lives. This comparative study examines the experiences, especially teachers’ perceptions and challenges, in Finland, England and Norway during the global pandemic. The aim of the study reported in this article was to contribute to knowledge about the competencies required by educators to effectively respond to societal challenges through education provision which has fundamentally altered following increased utilization of theaffordances of the digital. The authors expected that a cross-case comparison would permit the authors to answer to the following research question: Based on the experiences of teachers during the pandemic, how could pre- and in-service teacher education be developed?  \nGlobally, schools and other educational institutions from primary to adult education closed their doors and transferred to remote teaching or favored hybrid teaching (UNESCO, 2021, 2022) . The school closures have left an indelible mark and had long-lasting effects on educational systems, students’ learning, and teachers’ approaches. The greatest disadvantage of remote teaching was that it widened learning gaps between students. According to the UNESCO and Global Education Monitoring Report (2021), the pandemic aggravated educational inequalities by disproportionally affecting the learning possibilities of the most vulnerable groups, including girls, refugees, persons with disabilities, and forcibly displaced persons living in poor or rural areas. While some students seemed to benefit from learning remotely during the lockdowns, others needed face-to-face in-person interaction with their teachers and more robust persona","cbCaicj1XMlkZGox","https://ap.wps.com/l/cbCaicj1XMlkZGox","pdf",328691,21,"English","# Introduction\n## Background and impacts of COVID-19 school closures\n## Educational inequalities and infrastructure challenges\n## Teacher preparation and ICT skill gaps\n## Social and emotional well-being effects\n# Study aims, methods, and data sources\n## Research question and cross-case comparison\n## Data collection in Finland, England, and Norway\n## Data analysis phases\n# Findings and implications for teacher education\n## Need for additional training in online pedagogy\n## Role of collaboration and knowledge sharing","[{\"question\":\"What does the study investigate about remote teaching during COVID-19?\",\"answer\":\"It examines teachers’ experiences of remote teaching and learning after the sudden shift from classroom instruction to remote online teaching.\"},{\"question\":\"How were the research data collected across the three contexts?\",\"answer\":\"The study uses an online survey of in-service teachers in Lapland (N=164) and semi-structured interviews with teachers in England (N=20) and northern Norway (N=30).\"},{\"question\":\"What guidance does the study suggest for teacher education moving forward?\",\"answer\":\"It recommends strengthening strategies that improve teachers’ interaction, collaboration, and knowledge sharing, and developing pre- and in-service teacher education to support digitalization and online pedagogy.\"}]","Current Issues in Comparative Education - Volume 25 - Winter 2023 Issue 1 - A Transnational Comparative Study of Teachers’ Experiences of Remote Teaching and Learning During COVID-19 Pandemic | PDF",1792090518,53]