English Language Teacher Candidates' Pedagogical Beliefs during COVID-19 Pandemic

The pandemic has been affecting every side of our lives in a negative way unfortunately. Teacher training has also been affected from the pandemic and student teachers have been taken their courses through digital environments. Unlike traditional courses they have to study the entire courses online. As it is known that teachers' beliefs have a profound impact on their classroom practices, decisions on their teaching strategies, their styles and even how they implement curriculum. For this reason, the current study aims to investigate whether COVID-19 pandemic has an effect on student teachers' beliefs positively or negatively. The research was carried out in 2020 spring term of academic year when the pandemic first started. The research was designed as a qualitative study and to collect data a case and an interview administered to participants. Totally, 74 student teachers participated in the study that participants were third and fourth graders of ELT department at a state university, Turkey. The results indicate that participants have negative perspectives towards taking all courses through digital environments and tools. However, their beliefs have not been affected negatively from COVID-19 pandemic.

Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing

Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing. [ FROM AUTHOR] Copyright of Journal of Adolescent & Adult Literacy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Notes from the editors

We are delighted to announce the release of the first issue of the eleventh volume of IJELS. Our January 2023 issue consists of a diverse selection of topics ranging from linguistic literacy to music literacy. The papers you are about to read cover current issues, including, Mitigation Effects on Pedagogy and Resilience, Turkish Language Curriculum and PISA 2018 Reading Skills Test, Pre-service Teachers' Metaphoric Perceptions on Reading and Reading Disability, Effect of Peer-Assisted Techniques on Students' Reading Skills and Attitudes towards Reading, Vocabulary Learning Strategies Used by Saudi University Students in Pair Work, Expert Opinions on Improving Writing Skills, Development of Persuasive Speaking Skills Rubrics, Children's Literature in the Digital Age, Effect of Theatre and Drama Practices on Social Anxiety, School Administrators' Competencies during COVID-19 Outbreak, Adolescents' Personal Values and Self-Efficacy Perceptions, Effect of School Closures on the Teaching and Learning of English during the COVID-19 Pandemic, Bilingualism on the News Headlines, Monolingual Turkish and Bilingual Turkish-Italian Children's Use of Tense-Aspect-Modality Markers, Evaluation on Turkish Teaching Accounts on Instagram, Being a Social Studies Teacher and Student in the COVID-19 Period, Effect of Retro Walking Training on Dynamic Balance in Sedentary Individuals with Hearing Impairment, Sportsmanlike Behaviors and Self-Confidence of School of Physical Education and Sports Students, School Administrators' Agile Leadership and Innovation Management Competencies, Music Education in relation to Social Intelligence and Communication Skills Levels, Evaluation of Students' Cognitive and Conceptual Learning Levels in Middle School Music Lessons, Evaluation of Music Teaching Undergraduate Programs, and Somaesthetics Approaches in Music and Performance Education.

Student teachers' perceptions of flipped classroom in EFL teacher education.

This paper aims to provide evidence on student teachers' perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has been a popular teaching approach for nearly two decades in K-12 and higher education. After the outbreak of Covid-19, more teachers have started to implement FC. In post-Covid-19, with the possibility of reusing video lectures made during the pandemic and the familiarity of digital skills to create digital lectures, a question for teachers is whether to continue with this approach. This paper follows an explanatory sequential mixed methods research approach. Insights from student teachers (STs) in the field of English as a foreign language (EFL) in Norway are the primary data, and surveys and focus group interviews are the main instruments to collect the data. FC's advantages and challenges perceived by STs are reported, and the possibility of STs becoming future flippers is explored. Findings from this paper indicate that STs would like to have more courses flipped in their studies, yet STs seem hesitant about flipping their courses in their teaching practice. STs also provide some practical suggestions on implementing the FC approach.

Online Involvement for Georgia Student Teachers During Covid-19.

As concerns about Covid-19 rapidly escalated in March 2020 in the United States, all levels of education were impacted. A unique population (student teachers) faced challenges from two perspectives: as students and as teachers forced to teach and learn from a distance. Student Teachers, or preservice teachers (PST), are university students finishing a degree and/or teacher certification program by serving as an intern in a school setting. As schools were closed, these PSTs may not have been given access to the online learning platforms of their cooperating teachers (CT) and were no longer included in classroom instruction. The purpose of this study was to examine how the sudden shift away from traditional face-to-face instruction, co-teaching, and mentorship affected the involvement of music PSTs and their CT mentors in one region of the United States. Specifically, the research questions were: (1) How and in what ways were PSTs involved in planning, instruction, and/or assessment synchronously and asynchronously after school closures? (2) In what subdomains (performance, music theory/ear-training, etc.) were PSTs engaged in instruction and learning activities? (3) What challenges and solutions did PSTs report related to Covid-19 closures? A survey was sent, via email, to PSTs attending teacher preparation programs at universities in the state of Georgia at the end of the spring semester. Thirty-seven participants responded to the survey questions representing about 32% of all PSTs in Georgia in Spring 2020. Twenty-one were not given access to the online teaching platform of their placement school. A thematic analysis of the open-ended questions identified common themes including whether experiences were perceived as negative or positive. Of the PSTs given access, the majority of their responsibilities and experiences were creating assignments, additional help videos, participating in Zoom meetings, and assessing student assignment submissions. Of these experiences, interestingly, most were classified as positive by the PSTs. However, the importance of face-to-face interactions for both PST and the P-12 students was mentioned throughout survey responses. Approximately 10 PSTs mentioned their CT relationship/interaction and four of the respondents noted that their CT never reached out for help; however, six noted collaborative meetings or teaching with their CT. Importantly, some PSTs reported a lack of knowledge related to the planning and implementation of music instruction in the online modality. Therefore, teacher preparation programs should consider incorporating technology including online solutions into the music curriculum so that future music educators may more flexibly incorporate both in-person and distance learning.

Turkish Teacher Candidates' Attitudes towards Distance Turkish Teaching in Terms of Some Variables

The purpose of this research is to investigate the attitudes of Turkish teacher candidates towards distance Turkish teaching in terms of gender, owning a personal computer, previous experience of taking distance education lessons before the COVID-19 pandemic, and daily internet usage. The relational survey model was used. The study group consisted of 133 Turkish teacher candidates (77 women and 56 men) studying at Department of Turkish Education, Dede Korkut Education Faculty, Kafkas University 2021-2022 Spring Semester. Research data was collected through Google Docs. Independent samples t-test and One-Way Analysis of Variance (ANOVA) were used to analyze the data. As a result of the research, it was found that the attitudes of Turkish teacher candidates towards distance Turkish teaching did not differ significantly in terms of gender, but it was found that there was a difference in favor of women in the technology dimension. While there was no significant difference between the attitudes of the teacher candidates who owned a PC and those who did not. It was also found that there was an important difference in the optimism dimension. It was found that there was no significant difference in terms of whether or not they took distance education lessons before the COVID-19 pandemic and daily internet usage.

Editors' Introduction: Teacher Candidates and Their Preparation: Inclusion, Care, and Critique

[...]the fourth article is a self-study of one teacher educator's ability to guide and support teacher candidates during the COVID-19 lockdown. Social emotional resiliency is no longer a nice aside but a central component to preventing future learning loss. [...]as the editorial team for Teacher Education Quarterly, we hope that these articles provide you with the opportunity to reflect, connect with the authors' ideas, and utilize their recommendations to support your own efforts to improve your teacher education program, teacher education courses, or to support the various other educator stakeholders that are in partnership with your schools of education. [...]the self-study article by Orit Schwarz-Franco and Oren Ergas, "Links in the Chain-A Self-Study ofEmotional Support in Teacher Education During COVID-19 Lockdown," reflects critically on a chain of emotional support by stakeholders linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown.

"Eyes don't say it all” - Communication challenges while wearing facemasks in class

Facemasks are personal protective equipment worn to reduce the risk of the transmission of Covid-19. University students and teachers/lecturers in Serbia are required to wear facemasks in class at all times. However, such practice may cause challenges in student-teacher communication. We present students' experiences regarding speech intelligibility in the educational setting. We distributed an anonymous online questionnaire among students from various universities. Speaking with a facemask in class creates communication challenges for teachers and students alike. Students claim that teachers often have difficulties understanding students who speak wearing masks;teachers often ask students to repeat the sentence, and teachers often ask students to speak louder. Similarly, when teachers talk with their facemasks, students often report not hearing or understanding teachers back. In turn, students would ask teachers to repeat the sentence and raise voices. Students pay more attention to teachers' facial expressions, hand gestures, body language, and tone of voice. Students tend to engage their non-verbal interaction skills more often to facilitate communication. We further discuss the differences regarding students' gender and the type of facemask typically worn. We express concern that the inability to communicate clearly may cause annoyance and frustration in the academic setting. © 2022 Internoise 2022 - 51st International Congress and Exposition on Noise Control Engineering. All rights reserved.

A Tool for Automating IT Management in Small Schools

The outbreak of COVID-2019 has resulted in the adaptation of the teaching and learning style in schools to become more online, conducting teaching and learning from any places without classroom meeting. Systems such as School Management, Online Meeting, and Online library, have been deployed to support all school members including students, teachers, parents, and administrators. These systems need to be properly managed. For business enterprises, this job falls on the shoulders of the IT department, which is usually well-staffed and well-equipped as companies realize their competitive edge depends on it. For educational institutions, especially in small schools, only 1 or 2 "computer specialists"assume the responsibility of the whole IT department. This can be overwhelming for them and, when IT tasks are poorly managed, dissatisfaction and productivity loss among school members ensue. This paper describes a system that we have designed and developed called Admin Task Management Center (ATMC). It aims to significantly reduce the manual workload of IT staff in small schools in document management, system monitoring, and other IT-related tasks. Our ATMC is currently being deployed at Satit Kaset IP (Kasetsart University Laboratory School, Center for Educational Research and Development, International Program). Our evaluation shows that the ATMC considerably raises the productivity level of IT staff, as well as other members of the school. We have released version 1 of our ATMC tool as open-source software. It is available on Github. © 2022 IEEE.

The Internet and K-12 education: Capturing digital metrics during the COVID-19 era

As districts nationwide transitioned online to deliver remote or hybrid instruction as a result of the COVID-19 pandemic, the Internet has become an increasingly important space for K-12 students, teachers, and many other stakeholders. This brief discusses the utility of Internet metrics to measure K-12 district websites and its usefulness for exploring the digital nature of K-12 schools. We close this brief by discussing the necessity to explore K-12 Internet metrics, as the Internet has become an important data source for many diverse stakeholders. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The impact of COVID-19: Special education student teachers' practicum experience during the spring of 2020

The purpose of this qualitative study was to examine the impact that the COVID-19 pandemic had on special education student teachers while they were doing the practicum. A constructivist grounded theory approach was used to analyze interviews of 11 special education teachers who completed their practicum experience in the spring of 2020, when the schools transitioned from in-person to online instruction. The generated conceptual framework, Learning to Teach During the COVID-19 Pandemic, provides a systematic model for analyzing and interpreting the data. The conceptual framework, its themes and categories are discussed. Future research should study the effects of the pandemic on the professional preparation and personal impact of special education student teachers to better address their needs. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity

This study demonstrates a positive link between participation in an online project-based learning course, designed as a pedagogy of practice, and preservice teachers' professional-identity development process. The linguistic and content analyses revealed that the construction of professional identity was manifested through six motifs: Self-confidence, self-agency, sense of belonging, self-awareness, autonomy, and envisioning a future teaching self. Each of the motifs was portrayed with its characteristic set of time-oriented types of discourse (i.e., using past, present, and future tenses while describing feelings and thoughts regarding one's teaching self.) Based on the findings, we introduce a multidimensional model that explains identity construction as occurring at the intersection between the dimensions of identity and the temporal dimensions found in reflective discourse. • This online project-based course contributed to PSTs' professional identity development. • The study demonstrates the positive role of "pedagogy of practice" design on professional identity development. • The positive contribution of the online PBL course was documented during COVID19 crisis. • Six motifs related to PSTs' professional identity construction were discerned. • Each of the motifs was portrayed with its characteristic set of tense-oriented types of discourse (past, present, future). [ABSTRACT FROM AUTHOR] Copyright of Teaching & Teacher Education is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using Electronic-Collaborative Mentoring in Higher Education-Bettering ELT Student Teaching Practice Processes

This study aims to improve English Language Teaching (ELT) student teachers' teaching practice process with comprehensive and diverse feedback from four different mentors (two national and two international) and to help them better prepare lesson plans and micro-teaching considering intercultural perspectives. Non-parametric tests were used to analyze quantitative data gathered from the scores of five lesson plans and micro-teachings. Qualitative data were obtained from the written feedback to lesson plans, oral feedback to micro teachings and interviews, and analyzed by content analysis. Results showed that mentees' lesson plan and micro teaching scores increased significantly over the semester and this was especially notable in mentees' first three lesson plans and micro teaching. All participants favoured the study activities and suggested that e-co mentoring should be implemented together with face-to-face mentoring in some periods.

Links in the Chain: A Self-Study of Emotional Support in Teacher Education During COVID-19 Lockdown

In this self-study, I reflect critically on a chain of emotional support linking a preservice philosophy teacher, a pedagogical instructor, a school counselor, and a high school student during the first COVID-19 lockdown. With the help ofa critical friend, I focus on my role as the preservice teacher's pedagogical instructor and examine the particular challenges and new opportunities granted to this profesional and personal chain of response and responsibility under the conditions of remote learning. My interviews with the preservice teacher and a senior counselor revealed two main themes, which are also central objectives of my work in teacher education: integration of social emotional learning into subject matter contents and integration of preservice teachers into school staff during practical training. These two objectives merge in a holistic approach to teacher education. I suggest that teacher-educators should recognize three aspects of teaching in conditions of social distancing: the greater need for emotional support, unique obstacles to giving support, and new ways to overcome these obstacles. Additionally, I argue that we should embrace the new possibilities that digital channels offer us for creating intimacy and accessibility in our relationships with our students.

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. This study examined opportunities and barriers to using the flipped classroom approach for chemistry teaching. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers' rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, teacher educators described how ICT competencies and inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom approach. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

Improving Youth COVID-19 Knowledge, Attitudes, and Practices Through a Novel Medical Student Driven Curriculum.

Despite widespread media coverage and public health messaging, many high school students lacked formal education about COVID-19 during the pandemic. Providing this education, particularly to underserved communities, may reduce health disparities and encourage youth to engage in the sciences. Twenty-five medical students at Emory University School of Medicine created a virtual, synchronous, COVID-19 curriculum. Learners included 25 students enrolled in a pipeline program from five high schools in metro-Atlanta. The five lesson topics included virus epidemiology, COVID-19 testing and mask-wearing, vaccine fundamentals, COVID-19 risk in communities, and mental health and wellness. Lessons were standardized through medical student-teacher practice presentations to faculty. The curriculum was evaluated with a 23-item pre- and postsurvey assessing learners' COVID-19 knowledge, attitudes, and practices. Pre- and postsurvey scores were compared using descriptive statistics and paired-samples t test. After the curriculum, learners' (N = 9) COVID-19 knowledge scores increased from 67% correct to 90% correct. Participants were better able to identify risk factors for severe COVID-19 infection, define "herd immunity," and describe how socioeconomic status can influence infection risk. In addition, after the curriculum implementation, more learners thought vaccines were safe, with 67% responding that vaccines are "very safe," compared with 0% at pretest. This initiative increased learners' COVID-19 knowledge and established bridges between medical students and underserved communities. These connections are essential to combat misinformation surrounding COVID-19, encourage participation in the sciences from underrepresented areas, and empower students to be health advocates within their communities.

Teacher learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation

Collaborative design, or co-design, is an effective form of professional development that promotes teacher learning. In this study, we used cultural-historical activity theory (CHAT) to investigate how teachers attempt to resolve systematic contradictions as they co-designed and enacted a four-week science unit on COVID-19. Our findings indicated that the teachers faced significant challenges in implementing the COVID-19 unit. We also found that tensions among teachers and positioning teachers as the ultimate decision-makers were particularly useful for promoting teacher learning in the midst of a pandemic. [ FROM AUTHOR]

Teaching practicum for primary teacher education students during the COVID-19 pandemic

The paper presents results of the research on pre-service student teachers' assessment of the usefulness of their distance teaching practicum during COVID-19 for their professional development. The sample included 238 student teachers in the 3rd and 4th years of the bachelor's degree programme as well as those in the master's degree programme at the Faculty of Education, University of Ljubljana. The students answered the online questionnaire after completing their teaching practicum in spring 2020. The results show that the majority of the students spent more than half of their time during the teaching practicum preparing various teaching materials for the pupils. About a fifth of the students provided individual help to pupils, while only a small share of them conducted their lessons via videoconferencing. The 3rd year students rated the usefulness of preparing teaching materials and the overall usefulness of the distance teaching practicum statistically significantly lower than their senior colleagues. Whether the teaching practicum is implemented in an online environment or "live”, it is important to insist that student teachers assist their pupils in all phases of the teaching process and adapt it to their individual characteristics and needs to the greatest extent possible. © University of Deusto.

Opinions of Pre-service English Teachers on Distance Practicum in the Covid-19 Period: An example from Turkey

Bu çalışmanın amacı, koronavirüs (COVID-19) döneminde uygulanan uzaktan öǧretmenlik uygulaması süreci baǧlamında, Íngilizce öǧretmen adaylarının çevrimiçi öǧretmenlik uygulaması hakkında deneyimlerini ve görüşlerini ortaya çıkarmaktır. Çalışma aynı zamanda Íngilizce öǧretmen adaylarının deneyimlerinin daha önceki öǧretmenlik uygulaması kapsamındaki beklentilerinden farklı olup olmadıǧını incelemektedir. Çalışmanın katılımcıları Türkiye'de bir üniversitede öǧrenim gören 20 dördüncü sınıf Íngilizce öǧretmen adayından oluşmaktadır. Çalışmada veriler, standartlaştırılmış açık uçlu görüşme sorular yoluyla toplanmış ve verilen yanıtları sınıflamak için içerik analizi kullanılmıştır. Bu araştırmanın bulguları genel olarak, öǧretmenlik uygulamasının özellikle öǧretmen adaylarının gerçek bir okul ortamında öǧretmenlik deney imi kazanmayı desteklediǧine inandıklarını, dolayısıyla öǧretmen yetiştirme programlarının önemli bir parçası olduǧunu gösterdiǧini ortaya çıkarmıştır. Ancak, COVID-19 salgınının ortaya çıkması, öǧretmenlik uygulamasının özellikle yüz yüze öǧretmenlik deneyiminin yapılamaması açısından bazı dezavantajlara neden olan uzaktan eǧitimin bir parçası olarak sürdürülmesine yol açmıştır. Katılımcılar, pandemi döneminin uzaktan öǧretmenlik uygulamasını olumsuz açıdan etkileyerek genel anlamda öǧretmenlik deneyiminden beklentileriyle çeliştiǧini ifade etmişlerdir. Bulgular aynı zamanda, COVID-19 döneminde uzaktan öǧretmenlik uygulamasının katılımcılara göre olumlu yönlerinden ziyade olumsuz yönlerinin daha fazla olduǧunu ortaya çıkarmıştır. Katılımcılar, öǧretmenlik mesleǧinin tüm yönlerini ele alan ve onlara teoriyi pratiǧe çevirme fırsatı veren çevrimiçi uygulama düzenlemeleri isteklerini dile getirmişlerdir.Alternate :Within the context of distant practicum procedures implemented during the coronavirus (COVID-19) period, the aim of this study is to highlight the experiences and views of pre-service English teachers on e-practicum. The study also examines whether pre-service teachers' experiences contrasted with what they expected from the standard practicum procedures. The participants of the study included 20 fourth-year prospective English teachers studying at a Turkish university. Data were collected through standardized open-ended interview questions and content analysis was used to categorize the responses. The findings of this study in general show that teaching practicum is a significant part of teacher education programs as pre-service teachers believe that it particularly supports gaining teaching experience in a real school environment. However, the outbreak of the COVID-19 pandemic has led to teaching practicum being sustained as a part of distance education, which has caused certain drawbacks, especially in terms of lacking face-to-face teaching experience. Findings revealed that distant practicum during COVID-19 had more negative sides for the participants than positive ones. Participants expressed their demands for e-practicum regulations that address all aspects of the teaching profession and give them the opportunity to put theory into practice.

Investigating the Technological Pedagogical Content Knowledge (TPACK) Skill among Arabic School Trainee Teachers in Online Assessment during COVID-19 Pandemic

TPACK (Technological Pedagogical Content Knowledge) is a crucial necessity for instructors and teachers during the teaching and learning process, particularly when using instructional technologies. The goal of this study is to learn more about the TPACK level of knowledge and skill among school trainee teachers in teaching Arabic language and conducting online teaching and assessment during the shutdown of schools in Malaysia due to COVID-19 Movement Restriction Control (MCO). The 32 final year students from the Kulliyyah of Education, International Islamic University Malaysia, were purposefully selected as trainee instructors (IIUM). They were assigned to teach practicum in several secondary schools in Selangor, Malaysia, in order to fulfil the Bachelor of Education degree's graduation requirement. Open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO, platforms used, and further suggestions to strengthen the use of educational technology in implementing online assessment of Arabic learning were used to investigate the teachers' knowledge about three main components of TPACK, which include technology, content, and pedagogy, as well as open-ended surveys on obstacles and challenges faced during the use of educational technology in teaching and online assessment of Arabic learning at home before and during MCO. The findings and findings are helping to improve the trainee teachers' comprehension of their level of knowledge and skill in technology, pedagogy, and material in teaching Arabic, particularly during online instruction and assessment during the COVID-19 epidemic. The research could also help schools enhance their online learning techniques in preparation for post-COVID 19 schooling.