From confusion to clarity: two early years teachers’ remote learning experience

Ann Downton, James Russo, Sally Hughes, Janette Bobis, Sharyn Livy, Peter Sullivan

Research output: Contribution to journalArticleResearchpeer-review


Just as students experience productive struggle or spend time in the ‘zone of confusion’ when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.

Original languageEnglish
Pages (from-to)475-489
Number of pages15
JournalInternational Electronic Journal of Elementary Education
Issue number4
Publication statusPublished - 2022


  • COVID-19
  • Early Primary Teachers
  • Mathematics Education
  • Organismic Valuing Theory Of Growth
  • Pedagogical Practice
  • Productive Struggle
  • Remote Learning

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