ABSTRACT
The purpose of this qualitative, phenomenological study was to explore how and to what extent teacher educators evaluate, align, and demonstrate technology within teacher preparation programs. The literature revealed the need for teacher educators to follow frameworks, taxonomies, and standards containing technological, pedagogical, and content knowledge utilized appropriately within various contexts. In addition, teacher preparation program leadership can provide relevant and purposively professional learning as well as the support needed for teacher educators when the TPP leadership possesses a basic understanding of adult learning. Using Teacher Educator Technology Competency #1, ten teacher educators were interviewed regarding their experiences utilizing technology within their teacher preparation program. The findings revealed teacher educators, whose technological knowledge, skills, and attitudes varied, utilized a variety of paths in the evaluation, alignment, and demonstration of technology. When their knowledge and skills were put to the test during the COVID-19 pandemic, most teacher educators transitioned smoothly to the various formats required by the pandemic and have also seen the "blessings in disguise" from this global challenge. Leadership varies among the institutions represented in the study, particularly in the area of technology integration. Many teacher educators have stepped up to the plate and provided the needed leadership in technology integration. This study has implications for policy and practice in the realms of teacher educator technology competencies, technology infusion throughout teacher preparation programs, professional learning, and leadership. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The COVID-19 crisis that began in March 2020 presented teacher education with many challenges, among them the urgent need to support teacher educators with the sudden move to remote teaching. Teacher educators immediately started rethinking their pedagogy for a new digital classroom environment as universities rushed to provide overnight supports to help with this transition. Empirical research on how teacher educators have navigated their professional roles during this period of uncertainty is limited. There is also limited research on the professional learning of teacher educators, particularly in the area of digital technology. The aim of this study was to explore teacher educators' shifts in views and pedagogy using digital technology as they adapted to teaching in an online environment. Investigating those shifts also required examining teacher educators' backgrounds and experiences with digital technology and their professional learning during the COVID-19 pandemic.In this qualitative multi-case study, I explored the experiences of six teacher educators within a graduate teacher education program in a large urban university in Canada. Each participant took part in two semi-structured interviews and described teaching and learning artifacts that reflected a change in their pedagogy. Three key findings emerged from this study. First, the COVID-19 pandemic served as a catalyst for change in teacher educators' enacted pedagogies. Second, teacher educators displayed heightened responsivity in two ways. They placed teacher candidate learning at the center of the online classroom and offered flexible and accessible learning experiences. Also, teacher educators' changes in pedagogy were frequently shaped by inequities exacerbated by the pandemic. Lastly, study participants discussed different possibilities for teacher educator pedagogies, with an emphasis on flexible approaches to teaching and learning, a changed role in an online setting, and digital technology integration.Implications for teacher educators include the need to engage in ongoing learning, understand the role and uses of digital technology in the teacher education classroom, and recognize their ongoing responsibility to foreground equity and social justice in their teaching. Thus, teacher education programs must include formal and informal structures and resources that support the individualized and diverse professional learning of teacher educators. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
The purpose of this qualitative, phenomenological study was to explore how and to what extent teacher educators evaluate, align, and demonstrate technology within teacher preparation programs. The literature revealed the need for teacher educators to follow frameworks, taxonomies, and standards containing technological, pedagogical, and content knowledge utilized appropriately within various contexts. In addition, teacher preparation program leadership can provide relevant and purposively professional learning as well as the support needed for teacher educators when the TPP leadership possesses a basic understanding of adult learning. Using Teacher Educator Technology Competency #1, ten teacher educators were interviewed regarding their experiences utilizing technology within their teacher preparation program. The findings revealed teacher educators, whose technological knowledge, skills, and attitudes varied, utilized a variety of paths in the evaluation, alignment, and demonstration of technology. When their knowledge and skills were put to the test during the COVID-19 pandemic, most teacher educators transitioned smoothly to the various formats required by the pandemic and have also seen the ?blessings in disguise? from this global challenge. Leadership varies among the institutions represented in the study, particularly in the area of technology integration. Many teacher educators have stepped up to the plate and provided the needed leadership in technology integration. This study has implications for policy and practice in the realms of teacher educator technology competencies, technology infusion throughout teacher preparation programs, professional learning, and leadership. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This paper reports the findings of a research study on the attitude of Indian teacher educators towards technology-enabled learning (TEL);if any age, gender, teaching position, and mode of teaching differences existed in their attitude;and their attitude to TEL post-pandemic when the imposed remote teaching may cease to exist. An online survey was conducted on 20 teacher education institutions, to which 112 educators responded. The results indicated that teacher educators had positive attitude towards TEL generally;that age, gender and teaching position did not influence their attitude to TEL, though open and distance learning (ODL) teacher educators showed more positive attitude than their campus-based counterparts. Their attitude towards use of TEL, post-Covid, focused more on the parameters of open educational resources (OER), institutional repository, multimedia-based teaching, and faculty capacity building. The results have been discussed in relation to previous research studies, the existing teacher education policy, and institutional contexts of teacher education. [ FROM AUTHOR] Copyright of Educational Media International is the property of Routledge 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.)
ABSTRACT
A previous special issue of this journal (Vol 46, 4) demonstrated the significant challenges for programmes of initial teacher preparation unleashed by the Covid-19 pandemic. After forcing urgent changes, the pandemic also prompted some teacher-educators to reconsider fundamental principles underpinning their programmes, as they decided which innovative approaches to retain. Using an established model of professional growth that distinguishes between temporary ‘change sequences’ and enduring ‘growth networks’, this paper examines how opportunities for learning afforded by the pandemic were transformed into sustained professional growth. Adaptions in response to successive waves of infection created a continuously evolving ‘change environment’, stimulating new kinds of pedagogy while affording or constraining different kinds of feedback on its effectiveness. We consider published examples of professional responses to this changing context alongside vignettes from our own professional practice to examine what is needed for teacher-educators to move beyond crisis management, recognising opportunities for sustained growth. By focusing on different emphases given at different points to the processes of enactment and reflection, we explore the extent to which teacher-educators went on to interrogate the established principles of their teacher education programmes and we consider the potential impact of such interrogations. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Routledge 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.)
ABSTRACT
The outbreak of COVID-19 has compelled teacher educators to move their teaching online. On the positive side, teacher educators may become more willing to continue integrating online teaching as part of their practice post-pandemic due to frequent usage of digital tools and platforms during pandemic. The social cognitive career theory (SCCT) was used to investigate how this intention was related to the tandem of self-efficacy and expected outcomes, as well as their sources (i.e. identity commitment to student teacher learning and the supportive environment at the institution). The results of partial least squares structural equation modelling (PLS-PM) revealed the following: first, self-efficacy did not affect intention directly, but through the chain mediation of expected outcomes and interests. It mirrored the effectiveness-oriented instructional mindset of teacher educators. Second, identity commitment to student teacher learning and a supportive environment at the institution affected self-efficacy but did not affect expected outcomes directly. The multigroup analysis revealed that for those who had attended pre-pandemic online teaching training, a supportive environment significantly affected their expected outcomes when using online teaching. This study argued for the importance of entry-level training to facilitate peer support and mentoring for teacher educators working with online teaching strategies. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Routledge 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.)
ABSTRACT
The study explored teacher educators’ experiences in navigating the process of responding to disruptive education due to the COVID 19 pandemic. From a complexity theory lens, the concept of simplex system was used to examine three teacher educators’ narratives on their teaching experiences prior to, during and post pandemic, as they responded to institutional top-down policy mandating the emergency shift from face-to-face to full-scale synchronised online teaching. Findings of the study suggested that the teacher educators all struggled within the intrapersonal space, consisting of beliefs, motivation, efficacy and emotions during the emergent transition to full-scale online teaching, while they also experienced change of interpersonal relationships with students and colleagues. The study also revealed variations in their individual coping strategies for self-organisation in response to the emergent policy change, utilising their individual sources and prior experiences. The study called for the need to better understand teacher educators’ simplex system at both the individual level and institutional level. Further, it was highly recommended that teacher educators become actively involved in the policy making process and communications;in order to enhance their understanding of complex situations and support their agentic actions in accomplishing their goals.