ABSTRACT
Education has gone through rapid changes during the emergency remote teaching period resulting by the COVID-19 pandemic. These changes, in part, have been associated with educational institutions attempting to implement a viable solution to the problem of distance education. Although organizational management theory literature suggests that great change in very little time results in a detrimental psychological phenomenon called change fatigue in employees and that this phenomenon has even been investigated in the context of teaching staff in the past;there have been no attempt at understanding change fatigue from a student perspective. This quantitative study attempts at proposing a structural equation model towards the understanding of how to change fatigue and other variables, namely, digital literacy, online learning attitude and school alienation that might have been influenced by it have affected teacher candidates after resuming face-to-face education followed by a 1.5 year of emergency remote teaching period. Results indicated that change fatigue predicts school alienation and yet;does not predict online learning attitude;hinting that there might be another category of alienating organizational change that universities have gone through that does not solely involve online education. Nevertheless, digital literacy is a beneficial skill for all students that helps bolster online learning attitudes and reduce overall school alienation.
ABSTRACT
This research aims to examine from the perspective of pre-service teachers how values, which have a great function in ensuring social order and welfare, maintaining healthy interpersonal relations, adapting the behaviour of the individual with the expectations of social life, and preventing possible social problems, are affected by the pandemic process.The research was carried out using phenomenology method, which is a qualitative research method. The study group of the research consists of twenty-five pre-service teachers. While determining the study group, easily accessible sampling method was used. In the research, a questionnaire containing four open questions developed by the researchers was used as a data collection tool. Content analysis was used in the analysis of the data. As a result of the research, it was determined that the pandemic positively affected some values such as altruism, benevolence, solidarity, gratitude, resignation, cleanliness, giving importance to being healthy, and negatively affected some values such as hospitality, freedom, equality, kindness, perseverance, and aesthetics. On the other hand, it is seen that some values such as patience, solidarity, savings and being scientific take their place among the values that both erode and gain from due to the differences in the perspective of pre-service teachers towards life. In addition, it was concluded that the pre-service teachers have a concern that the eroded values will force humanity to face problems such as various health problems, an asocial life, emotional deprivation, depression, digital addiction, selfishness, unemployment, anxiety, and impoliteness in the future.
ABSTRACT
The purpose of this instrumental case study was to examine preservice music educators' perceptions of teaching voice lessons to elementary and secondary students during an online synchronous fieldwork experience. I used Garrison et al.'s Community of Inquiry (CoI) framework to analyze the participants' perceptions of cognitive presence (i.e., triggering events, exploration, integration, and resolution), social presence (i.e., emotional expression, open communication, and group cohesion), and teaching presence (i.e., structure and design of the fieldwork experience). During initial lessons, participants cited mostly triggering events and exploration, which occurred alongside indicators of social presence. Participants cited technological challenges associated with online synchronous learning (i.e., teaching presence) may have hindered instances of integration and resolution. Music teacher educators may consider using the CoI framework to structure collaborative and supportive online synchronous fieldwork experiences.
ABSTRACT
The virtualised schools and universities of the Covid-19 pandemic became rely heavily on educational digital resources (EDRs), so that it has made the selection and use of high-quality EDRs even more critical for quality education. This qualitative case study aims to examine decision-making criteria used by preservice teachers (PTs) in selecting and evaluating EDRs. Twenty senior PTs participated in the study, and each evaluated four EDRs using guided prompts. Open coding and text analysis on 77 EDR evaluations were conducted. Results indicate that 41 EDRs were selected for the evaluation, and PTs' prior experience in the field, both as a teacher or an observer, influenced their selection process. Features of EDRs considered in decision-making process included types of EDRs, pedagogical and maths skill purpose, ready-made or adaptable, interactive or one-way, and cost. Also, five decision-making criteria used by PTs in EDR selection and use were the primary benefit holder, function of EDRs, opportunity for improving mathematical skill, affordances, and constraints. Findings urged framing a new generations' perspective on evaluating EDRs. The ways to support PTs for better informed selection and implementation of EDRs were discussed. [ FROM AUTHOR] Copyright of Journal of Education for Teaching is the property of Taylor & Francis Ltd 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
When preservice teachers were no longer able to visit schools due to the pandemic, their university professor partnered with an alum who teaches fourth grade to design and implement virtual book clubs. The preservice teachers created book trailers for the fourth graders to view and choose from for their book club. The groups connected using a variety of digital platforms and modalities to discuss the selected books. Through this virtual experience, the preservice teachers learned how to individualize their responses using the Four-N-Framework as a guide to nurture and nudge each reader through virtual book club conversations.
ABSTRACT
Since 2019, many studies explored the effectiveness of online courses, but few investigated how to create an inclusive education context in the online course environment. In June 2021, this study conducted an online questionnaire survey of 208 ordinary class teachers and special education teachers from kindergartens, elementary schools, and middle schools in northern, central, and southern Taiwan via random sampling. The questionnaire consisted of six open-ended questions to examine the views of the participants. We used grounded theory to code and classify the qualitative data, and performed chi-square tests to quantitatively analyze the data obtained. The results indicated that most teachers recommended the use of interactive and cooperative online teaching strategies;the management of online inclusive education courses in the form of synchronous and asynchronous online courses to help students with special needs adapt to online courses;the building of a good cooperative relationship with parents and reducing the digital divide;full cooperation between ordinary class teachers and special education teachers;and sharing of textbooks and teaching strategies with each other. In addition, the majority of teachers considered their digital abilities below average, which was especially obvious among kindergarten and special education teachers.
ABSTRACT
Due to the COVID-19 pandemic, mandatory changes were required in the field of education, as in many other fields. One of these fields is a teacher training programme, which includes teaching practice. It has become of great importance that pre-service science teachers, who frequently include experiments in their teaching practices in face-to-face education, will carry out this process in online education. This process, experienced due to the COVID-19 pandemic, prompted pre-service science teachers to find something that could replace the wet labs. One of the solutions in this situation is for them to choose and use appropriate Web 2.0 tools in their online lab teaching practices. Therefore, the purpose of the study was to examine the Web 2.0 tools used by pre-service chemistry teachers in their online teaching practices in a distance education environment, the purposes of using these tools, and their justifications for preferences to use these tools. This study was conducted with 15 pre-service chemistry teachers. Data were collected via observations, a form filled out by the participants, and semi-structured interviews in this study. According to the results of this study, it was determined that the participants used 17 Web 2.0 tools during their online teaching practices. The findings highlighted that the most used Web 2.0 tools were Perculus+ chat, Google docs, and Quizizz. Moreover, it was determined that the participants used these tools for 21 different purposes such as drawing students' attention, getting hypotheses, and designing experiments. The results also indicated that the participants emphasised the ease of the Web 2.0 tool as a justification for the preference for almost all of the Web 2.0 tools they use, regardless of their purposes for using these tools. It is thought that the results can be used to show how to make online or face-to-face teaching practices in teacher training programmes by using Web 2.0 tools more effective in the future.
ABSTRACT
During the COVID-19 pandemic, pre-service teachers must devote time and effort to familiarizing themselves with the online educational internship system and adapting their pedagogy to the new internship mode that integrates information and communication technologies. Under such a circumstance, teachers' technological pedagogical content knowledge (TPACK) plays a critical role in making them competent in online internships, and their self-efficacy can facilitate their TPACK development. Based on the data collected from 202 pre-service teachers during the COVID-19 pandemic in China through online surveys, this study investigated the association between their self-efficacy and their TPACK during the online internship. The results of multiple regression analyses suggested that pre-service teachers' personal and general teaching efficacies significantly predicted TPACK competencies to varying degrees. To be specific, pre-service teachers' personal teaching efficacy significantly and positively predicted all the TPACK dimensions;meanwhile, GTE only significantly and positively predicted Pedagogical Knowledge (PK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK). Also, the conclusions, implications, and suggestions for theory and practice were discussed. © 2023 IEEE.
ABSTRACT
In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy;also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.
ABSTRACT
We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. "Innovative Digital Practices and Globalization in Higher Education" explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this premier reference source is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.
ABSTRACT
In today's educational world, it is crucial for language teachers to continuously evolve in order to best serve language learners. Further study on the best practices and challenges in the language classroom is crucial to ensure instructors continue to grow as educators. The "Handbook of Research on Language Teacher Identity" addresses new developments in the field of language education affected by evolving learning environments and the shift from traditional teaching and assessment practices to the digital-age teaching, learning, and assessment. Ideal for industry professionals, administrators, researchers, academicians, scholars, practitioners, instructors, and students, this book aims to raise awareness regarding reflective practice and continuous professional development of educators, collaborative teaching and learning, innovative ways to foster critical (digital) literacy, student-centered instruction and assessment, development of authentic teaching materials and engaging classroom activities, teaching and assessment tools and strategies, cultivation of digital citizenship, and inclusive learning environments.
ABSTRACT
This chapter discusses an exploratory study that examined the use of WhatsApp in mathematics teacher education as a remedial alternative to the accessibility challenges of specialised online educational platforms. Participants were drawn from a class of 41 preservice secondary school mathematics teachers during their final year at a public university in Malawi. The COVID-19 pandemic necessitated a switch from the usual face-to-face mode to specialised e-learning platforms provided by the university. The study attempted to answer the question: What are the factors that influence preservice teachers' adoption of an online interactive teaching platform in connectivity-constrained settings? Data were collected from the transcripts of the online class discussions. The Unified Theory of Acceptance and Use of Technology was used as both the theoretical and analytical framework. The chapter discusses ways in which the preservice teachers adapted the features of WhatsApp for moderating online lessons and how they proposed innovative ways of using the platform for handling special features of teacher education such as peer teaching. These are discussed with respect to the knowledge demands on mathematics teachers amidst the fourth industrial revolution, with the guidance of the Technological Pedagogical Content Knowledge framework. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
ABSTRACT
The English learning ability and academic performance of pre-service teachers affect the future professional development of preschool and primary education teachers. The English course has been transferred to online due to COVID-19. Whether the practicability of e-learning is consistent with students' expectations primarily affect teaching effectiveness. A paired-sample t-test on the importance and satisfaction of online English learning effectiveness of pre-service teachers from freshmen to juniors at a private university revealed no significant difference in the overall importance and satisfaction. Then the coordinated system is constructed according to the Importance -Performance Analysis (IPA) to identify the critical indicators for improving the teaching effect of online courses. The results imply that network stability and teachers' timely responses to students' questions should be concentrated. In addition, students are pretty satisfied with the e-learning platform, teaching quality and management, which should be further maintained. The suggestions for improving the effectiveness of online English teaching in private universities are proposed accordingly. © 2023 IEEE.
ABSTRACT
Online learning emerged as a solution to continue with teaching and learning during the Coronavirus (COVID-19) pandemic. Nonetheless, teaching online consumes considerable time and put pressure on teachers' daily lives. Thus, the internal mechanism of preservice teachers' intention to teach online is analyzed in this study. Specifically, this study analyzed preservice teachers' intention to teach online in China and America to illuminate the internal mechanism of teachers' intention to teach online in different cultural backgrounds. One hundred seventy-six Chinese preservice teachers and two hundred forty-one American preservice teachers participated in this study. The confirmatory factor analysis supported that the Intention to Teach Online Scale was reliable in three constructs: online teaching attitude, perceived control, and subjective norm. The result demonstrates that there is a significant difference between Chinese and American preservice teachers' intention to teach online in the online teaching attitude and perceived control. In addition, it is supported that there is a significant difference between the effects of Chinese and American preservice teachers' teaching attitude, perceived control, and subjective norm on their intention to teach online. Moreover, there is a difference in the relationships among Chinese and American teachers' online teaching attitudes, perceived control, and subjective norm. The preservice teachers' demographic features can be factors that caused this difference. Research and practice implications of this study are proposed.
ABSTRACT
Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors' direct observation of preservice teachers at school. This study analyses preservice teachers' performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers' performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training. © 2023 The Author(s).
ABSTRACT
COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers' and learners' technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers' knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers' technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education.
ABSTRACT
This survey-design study examined how 228 middle school preservice teachers perceived the implementation of digital and digital multimodal texts during course-required, mentored, tutoring sessions delivered in face-to-face and online settings prior to, during and toward the end of the COVID-19 pandemic. Tutors were able to recognize that texts could be used to elicit affective responses from their students, and had the potential to differentiate their lessons in accordance with learners' needs, but the technology challenges they faced seemed insurmountable to some. Given their lack of teaching experience, tutors struggled to determine the appropriateness of the resources and they held distinct perceptions of the accomplishments and challenges related to their tutoring sessions. Mentor responsiveness exhibited by honouring tutors' adaptive expertise can be seen as an important aspect of fostering tutors' confidence. Focusing on the role of the mentor in preservice teachers' tutoring field placements is a suggested area for future research. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
Teachers' accountability has arisen to swiftly respond to changes in teaching and learning in the time of COVID-19. Many researchers and educators have responded to the inquiry for envisioning teacher education during the pandemic;however, there is a dearth of research on preservice teachers' envisioning of English language teaching (ELT). Drawing upon the sociocultural perspectives of teachers and teaching, therefore, this qualitative study provided a glimpse of EFL preservice teachers' envisioning of ELT through their perceptions, experiences, and reflections regarding the post-COVID-19 pandemic era. Thirty-five EFL preservice teachers in South Korea participated in this study. Data included interviews, observations, fieldnotes, and argumentative essays written by the participants. Qualitative thematic analysis was used to analyze the data. The study revealed three major findings. First, the participants perceived and envisioned ELT with emphasis on human interactions, task-based teaching, individualization, and technology use. Second, the participants indicated that teachers should play a major role to ensure effective language teaching. Third, the participants stated that preservice teachers need to be well-prepared in teacher education for the postCOVID-19 era. These findings suggest that teacher education should consider the needs and prospects of preservice teachers in the uncertain circumstances of the post-pandemic era. © 2022 Editorial Board TESL - EJ. All rights reserved.
ABSTRACT
This study describes how participation in a university literacy clinic impacts self-efficacy in pre-service teacher candidates. This study was conducted one and a half years into the global COVID-19 pandemic, creating the need for the clinic's program, Literacy Camp, to be completed through fully virtual means. Thus, ways in which the pre-service teachers' experience was impacted by the method of instructional delivery was also detailed. Despite the body of growing research related to virtual learning and efficacy outcomes, there was a gap in the literature related to pre-service teachers' participation in a fully virtual university literacy clinic and its impacts on their self-efficacy. This study was designed with a need to fill this hole in mind. The unique and personal experiences of 23 elementary pre-service teacher candidates completing a yearlong internship and participating in a university literacy clinic were explored in this qualitative case study, framed through a social constructivist lens (Creswell, 2013;Vygotsky, 1978) so that the voice of the individual was elevated and carefully considered. A convenience sampling scheme was utilized to collect and analyze data compiled from three main data sources provided by pre-service teacher candidate participants: an efficacy pre-survey, an efficacy post-survey, and ten daily debrief forms. Four original themes emerged from the data: Building a Learning Culture, Tutor as the Learner, Student First Approach to Intervention, and The Virtual Environment. Findings from this study indicate that participation in the virtual literacy clinic allowed pre-service teachers to successfully plan and implement a full, individualized intervention related to literacy learning for one elementary or middle school student. Participants were able to reflect on their experience to grow as a learner and recognize the impacts they made on their Literacy Camp students. Despite the challenges faced through a fully virtual learning setting, pre-service teachers were able to overcome obstacles and complete their practicum experience, gaining self-efficacy throughout the process. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Pre-service teachers' problem-solving ability has been found to be limited by ineffective practices, level of domain knowledge, and low metacognitive awareness (Hogan & Rabinowitz, 2009). Yet, improvements are observed when they are trained on different aspects of problem solving and when they learn to apply design thinking (Henriksen & Richardson, 2017;Choi & Lee, 2009). This study adapted a creative problem-solving intervention in a teacher preparation course and trained students on the use of design thinking, creativity, and metacognitive strategies to solve a real-life, ill-defined, domain-specific problem. Using a two-group quasi-experimental design, the study examined the effects of the intervention on domain-general and domainspecific creative problem solving and self-reported metacognitive awareness. Students (N = 72) from three sections of an undergraduate Educational Psychology course were assigned to two conditions (experimental and control). The experimental group was exposed to a seven-week creative problem-solving intervention, while the control group completed seven problem-solving cases. Due to the COVID-19 pandemic, various modifications had to be made to the intervention program, especially to some of the design thinking practices and the delivery mode. For instance, the training modules were delivered online (asynchronously) which participants completed individually. Similarly, participants worked individually on the domain-specific problem. Design thinking practices such as empathizing, prototyping and testing were modified which might have impacted participants' performance.Between-group ANCOVAs were used to investigate the effects of the intervention on domain-general and domain-specific creative problem-solving and on metacognitive awareness.A MANOVA was conducted to explore the intervention effects on two components of domainspecific creative problem solving: originality and appropriateness. Multiple regressions were conducted to examine predictors of domain-specific creative problem solving. Findings showed mixed effects on divergent thinking, showing that those in the treatment group had higher scores on originality, but no significant differences were found on fluency and convergent thinking. Likewise, no significant differences were found in originality and appropriateness in domainspecific problem solving. Significant differences were detected in metacognitive awareness, favoring those in the experimental group. In addition, agreeableness positively predicted both originality and appropriateness in domain-specific creative problem solving;while GPA was a positive predictor of originality, and domain knowledge positively predicted appropriateness.Results suggest that the intervention had a positive effect on divergent thinking, specifically on originality but not on fluency and convergent thinking. Furthermore, the training led to significant changes in self-reported metacognitive awareness, but it did not have an effect on domain-specific creative problem solving. In terms of personality, higher agreeableness was associated with domain-specific problem solving. Similarly, a higher level of academic achievement supports the generation of more original ideas, while having more domain knowledge supports the production of more appropriate ideas. Implications for this research suggest that even if design thinking is learned individually and online, it is still effective in developing creativity. Nonetheless, future studies should consider the complexity of the domainspecific problem, participants' domain knowledge level, more comprehensive adaptations of design thinking, and possibly the inclusion of task-specific strategies or transfer training in their interventions. The role of agreeableness in domain-specific problem solving should be further investigated as well. (PsycInfo Database Record (c) 2023 APA, all rights reserved)