Abstract

Education interruption can influence educational outcomes for students, particularly those already experiencing disadvantage. Little is known about how education interruption caused by COVID-19 has influenced the literacy learning of Australian students. This article provides insights into the impact of COVID-19 related education interruption on writing instruction of primary school aged children from the perspectives of their teachers. Drawing on data from a single-stage mixed-methods survey tool, it explores extent of perception of an impact of COVID-19 writing instruction in Australia, as well as capturing data on the nature of this perceived impact. As expected, the COVID-19 pandemic had an impact on writing instruction in the majority of cases, with impact typically perceived to be negative, though for some respondents, an unexpected benefit of the disruption was the collaborative response of educators and education systems. The diverse facets of the nature of this perceived impact were identified by respondents, some of which were related to context and home affordances, with findings highlighting how uneven levels of parental and technological resourcing at home can support or impede student learning of writing skills. The findings can be drawn upon to mitigate barriers to the teaching of writing during times of education interruption.

RAS ID

43520

Document Type

Journal Article

Date of Publication

1-1-2021

Volume

31

Issue

4

School

School of Education

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

Publisher

Institutes for Educational Research

Comments

Merga, M. K., Malpique, A., Mat Roni, S., Valcan, D., & Ledger, S. (2021). Teachers' perceptions of the impact of COVID-19 on writing instruction in Australia. Issues in Educational Research, 31(4), 1138-1155. https://www.iier.org.au/iier31/merga.pdf

Download

Included in

Education Commons

Share

 
COinS