This self-study explores the experiences and challenges that the authors as mothers of young children and teacher educators have faced during the COVID-19 pandemic.
While describing what their children experienced through remote learning and how they tried to support their learning, they reflect on their former school experiences and their teacher education practices.
To do this, they address the following two research questions:
(1) What were their children’s experiences in remote learning during the pandemic?; and
(2) What were their experiences as mothers and teacher educators in supporting their children’s remote learning during the pandemic?
Adopting a collaborative self-study methodology, they collected stories of their experiences as mothers and teacher educators during their children’s remote learning.
Their data were collected through participant observations, field notes, and artifacts that their children created, as well as learning materials received from their teachers and schools during the period.
In addition, they recorded virtual conferences and wrote reflective journals.
The suda approach, which was developed as a research method by the authors was used for data analysis.
Originally from Korean culture, suda in simple English is ‘chatting extensively.’
It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth.
The findings provide several implications for teacher education, school policy, and educational research.