Embodied Information Practices in Remote Education

Insights from Teachers' Sense-Making

Abstract

This study investigates the sense-making processes employed by teachers in bridging knowledge gaps and navigating complexities during this transition. Drawing upon Dervin's sense-making theory and McKenzie's model of information practices, the research explores how teachers engage with information sources, leverage past experiences, and collaborate with peers to make sense of their roles in the digital educational landscape. Interviews were conducted with teachers from Ilocos Norte, Philippines. This study presents the embodied nature of teaching as an information practice. The findings underscore the resilience and adaptability of teachers in the face of uncertainty, offering insights into the dynamics of remote education and informing strategies to support educators and students in the evolving educational landscape.