LearnIT2teach: Teacher training and online learning for newcomers in times of crises

How teachers creatively adopted and adapted to the effects of the COVID-19 outbreak is at the heart of the findings presented in this chapter. With the support of the Avenue-LearnIT2teach project, English Second Language (ESL) teachers in Canada enabled the rapid response of many Language Instruction for Newcomers to Canada (LINC) programs to site closures, resulting in an unprecedented uptake of online learning (OL) in a matter of weeks. The project rapidly changed course to support LINC teachers to adopt blended learning (BL) courseware and adapt teaching practices to the new OL reality. This chapter discusses the impact of the project's efforts to meet the surge in demand in teacher training and learner courseware for these online immigrant settlement and language learning programs. The project's rapid response to onsite LINC program closures during the COVID-19 crisis is reviewed. As a result of the disruptions to in-person program delivery, the focus of the project has shifted from blended learning (BL) to online learning (OL) by adapting its formal and informal professional development (PD) offerings. Findings with respect to the surge in demand for teacher training, course development, and mentoring are presented. Feedback from teachers on the "front lines" further illustrates teachers' OL uptake. The chapter also addresses the impact of formal and informal PD provided by a committed team of mentors as well as the importance of teacher presence in online program delivery. Implications and recommendations with respect to rapid responses in situations of crises conclude the chapter. © Springer Nature Switzerland AG 2021. All rights reserved.

Perspectives on the use of the Fraction Strips application in teaching fractions

The COVID-19 pandemic has exposed the digital divide and the limited tech-nopedagogical proficiency of teachers. To improve the teaching of fractions, thirty elementary school teachers were trained in the use of the Fraction Strips virtual manipulative. Phenomenology was used to assess their learning experiences and the dynamics of technological appropriation were recorded. The results showed a significant appropriation of the manipulative, the importance of multiple representations in the conceptual understanding of fractions and the promotion of meaningful and discovery learning. In conclusion, the training improved the teach-ers' digital competencies and pedagogical practices. © GKA Ediciones, authors. Creative Commons Reconocimiento-NoComercial-SinObraDerivada.

Challenges of adapting to online teaching during the COVID-19 pandemic in Compulsory Secondary Education

The pandemic caused by COVID-19 meant an important change in the approach to teaching-learning strategies at all educational levels, since the face-to-face model had to be forcedly adapted to other hybrid or online models. Different national and international reports advocated carrying out this transformation for the benefit of all students, regardless of health measures. This research aims to analyze the variability of teaching methodologies of Compulsory Secondary Education and Baccalaureate teachers in face-to-face format with the didactic actions undertaken for the development of online activities during the confinement period of the 2019-2020 academic year in centers of the Community of Madrid. For this, a questionnaire was designed that, online, was sent to all the centers in which the students of the Master's Degree in Teacher Training (UCM) carried out their curricular practices, obtaining a total of 226 responses. For data analysis, a descriptive analytical model was carried out, using a cross-sectional design to determine differences between the members of the sample. The conclusions show that the low use of digital resources in the classroom on a regular basis is related to the increase in difficulties and discomfort of teachers in facing virtual teaching situations. In turn, the difficulties and discomfort of the younger teachers is similar to that of the older teachers, so some years of experience in the educational center are necessary to implement virtual teaching. © 2023, AUFOP. All rights reserved.

Motivation of Students for Teaching Career

The contemporary European context foreshadows many challenges for young people who want to pursue a teaching career. Our study is of interest in the initial preparation for the teaching career of students who have experienced online school and who are required to reconfigure their training in the direction of solid skills, especially digital. Opinion polls reveal a demotivation of students towards school learning, a fact amplified by the Coronavirus pandemic that fundamentally changed the development of the educational process. University departments that train teachers have struggled to provide high-quality training due to the limitations of the pandemic. In the perspective of similar challenges, the initial training of teachers is much more intensely calibrated to the technological needs of education. Requests to increase the quality of education that depend on the quality of teachers are imperative. This study is conducted to find out the opinion of future teachers about the training requirements for the teaching profession. The aim of the study is to survey among young people preparing for teaching careers their motivation for learning in the context and in the perspective of professional teaching standards. The methodology includes recruitment, sampling and application of tools. We used opinion questionnaires to identify the reasons for choosing the initial training in the educational field and the awareness of the difficulties and standards required by this profession. The conclusions of the article indicate that the reasons for choosing a teaching career are diverse, associated with individual options and a superficial knowledge of a teacher's skills. [ FROM AUTHOR] Copyright of Romanian Journal for Multidimensional Education / Revista Romaneasca pentru Educatie Multidimensionala is the property of Lumen Publishing House 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.)

Key factors influencing teachers' motivation to transfer technology-enabled educational innovation.

In response to the digital transformation in education, teachers are expected to develop new competencies. Although teachers gained valuable experience in digital technology use during the COVID-19 pandemic, research and practice show that primary school teachers need to be supported and trained for the new normal of innovative, advanced use and adoption of digital technologies in educational practice. This study aims to identify the key factors that influence teachers' motivation to transfer technology-enabled educational innovation in primary education. The Learning Transfer System Inventory (LTSI) factors and the adoption factors of technology-enabled educational innovation have been conceptually mapped. The LTSI model has been empirically validated with data collected from 12.7% of Lithuanian primary school teachers. The structural equation modeling technique was utilized to analyze causal relationships of factors influencing teachers' motivation to transfer technology-enabled educational innovation. The qualitative research method was used to provide a deeper understanding of key factors that influence motivation to transfer. The conducted analysis shows that motivation to transfer is significantly influenced by all five domains of factors: perceived value, personal characteristics, social practices, organizational and technology-enabled innovation factors. Motivation to transfer innovation varies according to teachers' perceived digital technology integration skills, which underpin the importance of applying different roles and strategies based on the teachers' skills. This study provides implications for designing effective professional development for in-service teachers and creating a suitable environment in schools for the adoption of innovation in post-COVID-19 education.

How able did newly qualified teachers in England feel to support pupils' mental health in the late stages of COVID 19? A qualitative study of teacher perceptions

The prevalence of mental health problems in school children has grown, especially during the pandemic, detrimentally impacting the lives of those affected. In the UK, primary school teachers and schools are well-placed to spot and support pupil mental health. This preliminary research completed during the first part of the COVID-19 pandemic, addresses a gap in the literature to understand whether primary school teachers feel they have personal and professional resources to manage and support pupil mental health. Six recently qualified primary school teachers took part in semi-structured interviews. Thematic analysis of these data generated three themes (a) The impact of school on pupil mental health (b) Where does the expertise lie? and (c) School approaches to mental health. The themes show that teachers varied in how prepared they felt to support pupil mental health and this was related to a degree to the way in which their school approached mental health support. Our participants felt well-placed to support pupils' mental health but also concerned about their ability to do so. These findings and the suggestions for change from our participants have clear implications for how teachers can be better enabled to support pupil mental health during and beyond COVID-19.

Education as "Mental Vaccine:" Designing Educational Materials About COVID-19

This brief chapter is about a statewide project to create educational materials that now have two complementary goals: to help teachers deliver classes that meet new Michigan social studies standards, and to help students learn about COVID-19. The first part of the project was underway before the pandemic began, but (like most educational-development activity) it was complicated by COVID-related lockdown rules, remote-learning efforts, and budget problems. This chapter has examples and brief descriptions of five separate but related efforts: a preliminary "stop-gap” lesson about COVID-19, a program to review online materials about the disease, some COVID-19 insertions into curriculum units that are currently being developed and tested, a lesson that uses an existing graphic organizer to put COVID-19 into context with other historic pandemics, and a framework for a COVID-knowledge discussion platform. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

The Challenge of Remote Learning with the Elderly during the Covid-19 Pandemic

This article aimed to discuss the challenges faced by teachers of Youth and Adult Education (YAE) in the municipality of João Pessoa/PB, to teach the elderly during the covid-19 pandemic. The qualita-tive method was adopted and information was collected with 10 teachers through a questionnaire in Google Forms virtual format. They were exam-ined with the Critical Discourse Analysis (CDA). The results revealed the difficulties that teachers face in dealing with remote teaching, especially with the elderly, since this portion of the population has its own technological deficiencies and is not used to this teaching format. © 2023, Universidade Federal do Rio Grande do Sul,Faculdade de Educacao. All rights reserved.

Media education and continuing teacher education

With the COVID-19 pandemic, it became visible that teacher education has gaps in the integration of digital resources with the professional development of teachers. Thus, there is media education, which is the process of teaching and learning about the media and involves an application of critical, meaningfuland reflective sense. Therefore, continuing education, seen as a process of professional improvement, needs to develop as digital competences of the teacher, focusing on a model of application of technologies that focuses on technological and pedagogical junction, with examples of teaching practices with technology and levels at be achieved within these competencies. The journey begins with exposure to digital technology, moving through media education, the development of digital citizenship, to the level of transformation, which is when the teacher feels secure and has the autonomy to integrate education and digital technology. The research stands out as bibliographical and documentary, based on references such as the Common National Curriculum Base (BNCC), Innovation Center for Brazilian Education (CIEB), Freire, Tardif and Ministry of Education (MEC).

The Challenges of Teachers in Emergency Remote Teaching in A Municipal Elementary School in the Municipality of Breves-PA

The present work addresses the challenges of pedagogical practice in the period of the covid-19 pandemic, it aims to verify the training process and the challenges faced by teachers and pedagogical coordinators in the face of a "new" teaching modality, Emergency Remote Teaching, also addressing the difficulties expressed by those responsible for the students in the learning process. Thus, questionnaires were applied to teachers, coordination and parents of students from Elementary I classes in a school in the urban area of Breves-Para, seeking to access their perception about remote teaching and how it was applied. With the research, it is clear that the challenges of teachers go far beyond training and professional qualification, involving the creation and application of public policies aimed at improving the public educational system, with investment in equipment and technological resources.

Training for innnovative teaching online with SPOC: expectations and results

This article collects the experience and evaluation of the first two editions (2020 and 2021) of an innovative open networked learning project for teacher training that emerged in the context of Covid-19: a continuing education course on innovative networked teaching, SPOC format (#Dienlinea), organized as part of the strategy and social function of a Spanish public university, the International University of Andalusia (UNIA).As a quantitative and descriptive research, we analyze, through surveys, on the one hand, initial expectations and motivation and, on the other hand, the evaluation of the experience by its participants, while the results of the completion rate are collected as a complement. With all this, we present the main strengths and aspects that can be improved in the teaching-learning experience, thus contributing to the transfer of good practices and improvement of future activities.

Effects of the pandemic on education, training, teaching work and student learning

Approximately two years ago, the Coronavirus was declared a worldwide pandemic by the WHO and despite the fact that today the situation is different, a vaccine could be found that would reduce the impact on deaths and contagion, it will be an anecdote that will remain in the memory of all those who lived and were contemporary to the situation. This event not only directly affected health, but also had very large consequences in terms of economics, the completely collapsed health and education systems and without many tools to deal with this situation. In this article, the effects of the pandemic on education, training, teaching work and student learning will be exposed, mainly because it is very possible that, in several years, the wounds that the pandemic left in education being one of the deepest and most affected. The virtual learning modalities that were used in this context were ICT and for this, not only the teaching commitment to use this didactic tool, but also a State that guaranteed access to receive connectivity and monitoring of the right to quality education taking decisions that arise directly in the educational system, teacher training and student learning. © Este es un artículo en acceso abierto, distribuido bajo los términos de una licencia Creative Commons (.

Digital natives and immigrants in the context of COVID-19: the contradictions of a diversity of myths

In the context of COVID-19 different changes and tensions have occurred in the Education System as a result of several factors. The rapid and strong transition towards a distance learning system mainly based on technology has brought to the surface weaknesses in the Education System derived from teacher training, the lack of technology, the lack of educational resources to be used in virtual distance learning and the lack of credibility regarding the effectiveness of this training modality. This article highlights the lack of differences in technological proficiency between so-called digital”natives” and”immigrants”, between students and teachers. In general, it is problematic to assume that students are digitally competent, while teachers have not developed such proficiency. This has led to negative consequences that, in turn, caused educational institutions to neglect the training of students in digital competencies. Mere exposure to technology should not be confused with having a high capacity to use it. It concludes by defending the term digital learners, rather than digital natives. Thus, it is argued that digital literacy is not only about handling technological tools, but also thinking and problem-solving in a digital society. © 2023 Universidade Federal de Minas Gerais. All rights reserved.

The Clash between CLIL and TELL: Effects and Potential Solutions of Adapting TELL for Online CLIL Teaching

The relationship between technology and society is an ever-changing dynamic, but one in which education is a key domain. In educational practice, the use of computer technology has increasingly become an inseparable part of teaching students in numerous ways across the world. The COVID-19 global pandemic accelerated this dramatically, with online teaching environments becoming the sole way for students to access education for extended periods of time. This shift to online teaching also required that teachers learn new skills and deal with new challenges. Based on mixed-methods research conducted with 20 teachers from an established content and language integrated learning school in mainland China, this research paper investigates the different challenges and problems that were faced by content and language integrated learning teachers in their experiences of online teaching and, in tandem with wider content and language integrated learning and technology-enhanced language learning literature, develops some potential solutions for future use. © 2023 by the authors.

Agilecation: Agile Leadership in a Higher Education Institution (HEI) during the Covid-19 Pandemic a Test Case

The current quantitative research examine how the leadership of a teacher training college in an Israeli Higher Education Institiostion (HEI) have dealt with the Covid19 crisis in an agile manner. This Perspectives presents a case study of agile leadership during the Covid-19 pandemic from the viewpoint of the college lecturers'. The Covid-19 outbreak was a ‘Black swan' events for educational institutions in Israel. Following the unprecedented transition to distance learning. The pandemic forced higher education institutions to adopt agile leadership behaviors. Previous research has given scant attention to the relationship between running an academic institution and application of an agile leadership during a crisis. The Research Goals were: 1. To analyze key processes undertaken by the leadership of the College following the outbreak of the Covid-19 pandemic, to ensure the HEI continued functioning during the crisis. 2. To examine the evaluation (degree of approval) of the lecturers regarding the steps taken by the colleges leadership. As seen from the findings: The lecturers were persistent in the remote teaching process. Their contact with the students was positive. They perceived the college's leadership as maintaining teaching processes in a highly positive way. They were aware of the ongoing training processes. They felt comfortable contacting those in official roles. The conclusions suggest that ensuring the continued functioning of an organization during a crisis requires agile leadership with skills and competencies multifaceted and direct channels of communication. If we want to sum it up in one word, it can be expressed as Agilication = agility + education + action in higher education. © 2023 by Cherkas Global University All rights reserved. Published in the USA

Teacher training, work, profession in the pandemic and post-pandemic context

Learning and the challenges of the teaching job are not only framed within the teaching profession, but also respond to complex needs that arise from students in their development contexts. As new educational, political and economic scenarios emerge, the challenges for teachers are diverse because they are responsible for responding to the community and society as a whole. The current scenarios are very different from the initial ones of the school, which to this day pursue the purpose of seeking answers. The aim of the work was to identify what students learn and at the same time what are the challenges of the work, profession and teacher training after the pandemic. The teacher is a subject that society demands a particular profile and a degree of responsibility that does not happen with other professions, since he/she has a very complex task that requires many elements. It is necessary in this context to train teachers in a curriculum that develops both deep knowledge of content areas and effective pedagogical understanding, including digital technologies in a cross-cutting manner, with clear learning objectives that include knowledge, skills and attitudes. The study also focuses on the context of COVID-19, being necessary to introduce technologies in a transversal way in initial and continuous teacher training throughout the educational system, but also computational thinking. © Este es un artículo en acceso abierto.

Lifelong learning processes in professional development for online teachers during the Covid era

Introduction: Lifelong learning encompasses four pillars: (1) learning to know;(2) learning to do;(3) learning to be;and (4) learning to live together. These four pillars, which are expanded upon within the current study provide a lens to examine relationships between professional development, use of technology for remote online teaching, and pedagogical efficacy in the age of COVID-19. Methods: The study examined survey responses from 372 primary school subjects representing six different districts, and interviews with 16 teachers. The responses were analyzed using correlation and MANOVA statistical tests. Results: Teachers' professional development processes were found to have a positive impact on the teachers' pedagogical efficacy, by means of positive perceptions toward the use of technology for remote online teaching. Learning foci predicted the use of technology, and the use of technology predicted learning assessment measurements. Discussion: The study's findings reinforce the need for professional development processes based on systematic identification of pedagogical needs that arise in the field, their analysis and the understanding of the added value of pedagogical tools that can support enhanced implementation of teaching - learning - evaluation. The study's findings point to epistemological elements related to the types of acquired knowledge and to learning methods, which make it possible to differentiate between various processes in teachers' professional development as well as processes in the use of innovative pedagogical technology. Copyright © 2023 Reychav, Elyakim and McHaney.

Digital pedagogy in dialogue: Student teaching during COVID-19

This study depicts the narrative of Noelle, a 22-year-old student teacher from a state university in a large Southeastern U.S. community amidst the COVID-19 pandemic. During Noelle's student teaching experience in the Fall 2020 semester, educators and students were returning to formal teaching and learning in a variety of face-to-face, virtual, and hybrid configurations. Classroom teachers turned to digital technologies to overcome the barriers presented by virtual student attendance and social distancing. At the same time, student teachers like Noelle were entering classrooms to develop their burgeoning teaching skills. Noelle's narrative was constructed and analyzed with respect for the inner dialoguing in which she engaged as she developed her digital pedagogy and digitally-mediated teaching approaches. Findings from Noelle's narrative of digital pedagogy are presented thematically and conclusions and implications for teacher education programs and future research are disseminated.Copyright © 2023, Pharmaceutical Association of Serbia. All rights reserved.

Smart education in the prospective teachers' training

The article reveals the features of smart education as a leading concept in the development of professional training of future teachers. The main components of smart education, such as a smart student, smart pedagogy and smart environment were characterized. The main principles of smart education and the ideas that formed the basis of this concept of education (mobile access, formation of new knowledge, creation of a smart environment) were defined. The features of smart education were substantiated. The peculiarities of the implementation of smart education in the conditions of the COVID-19 pandemic and military events in Ukraine were revealed. The functions of the smart system (site management system) in the process of studying the disciplines of the pedagogical cycle, its content and technological components, and facilities of the smart complexes for students and teachers in the process of training future teachers were defined. The criteria of smart complexes (automation, sequencing, assessment, data collection in real time, self-organisation) were singled out. The distance learning systems for creating smart complexes in the process of training prospective teachers were considered. The results of students' survey as for using smart complexes in the educational process were analyzed. Due to the results, the advantages and disadvantages of using smart technologies in educational process were determined. The ways of further research work regarding the introduction of smart education into the educational process were outlined. © 2023 Copyright for this paper by its authors.

Through the Lens of Discourse Analysis: Transformational Leadership as a Leverage Point for Promoting Educational Sustainability

This exploratory qualitative study sought to understand the role of transformational leadership in promoting educational sustainability (ES) through examining three classroom critical incidents. For this undertaking, the study employed a quadratic method integrating four theories: Ethnomethodology (particularly indexicality and contextualization), Flanders' Interaction Analysis Categories (FIAC), Interactional Sociolinguistics (IS), and Transformational Leadership (TL). Two of the three incidents took place during face-to-face classes, while the third transpired online due to the COVID-19 pandemic. Analyses of teachers' TL and communication strategies were administered, and each respective event was unfolded, explored, and evaluated qualitatively through a bidirectional model designed by the researchers. Data were collected and the study revealed that teachers demonstrated varied levels of TL based on their perceptions of incidents, the awareness of their professional roles as leaders, and the linguistic choices they made. In addition, analyzing the results of teachers' discourses, TL was demonstrated to be a leverage point for promoting educational sustainability. Proven to be an effective tool, the bidirectional model can be advocated by policy makers to help teachers assume their roles as leaders, and even to qualify them as leaders. © 2023 by the authors.