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In the wake of the COVID-19 pandemic, all education and training actors had to adapt to a new reality overnight. Trainee teachers, in particular, face additional uncertainties as inperson placements are often impossible. This paper discusses the experience of 'online preservice teacher placements' in Hong Kong. Through the words of various trainee teachers and teacher trainers, the authors hope to illustrate the challenges and opportunities that may serve as references for other countries.
European Journal of Teacher Education, 2020
The 2019 Coronavirus pandemic has triggered significant changes in education systems worldwide and Initial Teacher Education (ITE) programmes have been particularly affected by the associated challenges. Due to school closures, teaching placements have had to shift from the face-to-face lessons to an entirely virtual model. Twenty-seven Chilean English as a Foreign Language (EFL) teacher candidates participated in this interpretative case study aiming at exploring the challenges and opportunities of this virtual teaching experience. The results indicate that factors such as the lack of direct interaction with learners and the sudden change of setting were among those that most strongly affected the participants’ own learning process. Despite the challenges presented, student teachers suggested that this unique experience would contribute positively, at least to a certain extent, to their teacher education and their future careers. Based on the findings of this study, a series of rec...
The objective is to propose a training model for teachers in the face of a disruptive change and the need for virtual education due to the health contingency caused by COVID19. The methodology is of a mixed nature with study exploratory, non-experimental, and descriptive. 104 teachers form a sample not parametric, intentional and for convenience. The results show three triggering dimensions for the development of knowledge, skills, and competencies; aimed at teachers derived from educational needs by change of modality. The findings allow the construction of a teaching training model according to current educational needs. The limitation of the model lies in its adaptation to the system itself institutional teaching.
EDEN Conference Proceedings
In Italy, due to the Covid-19 pandemic, all schools were closed on March 5, 2020 and it was mandatory to switch to “distance learning”, in order not to interrupt the teaching continuity and to guarantee the right to education for all students. The Ministry of Education suggested several initiatives to teachers, including the PPS national project. In the paper we analyse why and how the PPS project, intended for teachers of secondary schools of the STEM disciplines but opened in the emergency to teachers of all disciplines, was able to provide much needed support and not only. Following this opening and the consequent registration of many new teachers, three different phases were carried out: an analysis phase of the teachers’ needs for online teaching, a phase of support and initial help, and a training phase. The results show an extremely high participation of the teachers and a wide online collaboration. All the teachers of the PPS will certainly have an advantage in the post-covi...
International Journal of Education and Literacy Studies, 2022
Journal of Education for Teaching
As Covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government, resulting in immediate closure of schools and universities. Consequently, teaching and learning were instantaneously transformed into distance and remote formats. This article offers a snapshot into how teacher educators and student teachers, coped with the unprecedented situation. We also share our reflections and examination of the online teaching and learning experiences through the lens of TPACK and online learning models. A major implication for both teacher educators and student teachers is to acquire TPACKtechnological knowledge and technological pedagogical knowledge to ensure learning continuity and equity.
Revista Argentina De Clinica Psicologica, 2021
The rapid outbreak of Covid-19 pandemic was just sudden and dramatic. The current study aimed to identify the challenges facing pre-service English teachers while teaching online classes during school closure due to covid-19 in the spring 2020 and the lessons learned for teacher education. Data were collected through multiple methods, namely semi-structured interviews, with five English pre-service teachers. Inductive and deductive analysis followed, and the study found the followings:1) there are six significant challenges faced by pre-service English teachers: a) nature of remote teaching, b) content delivery and limit, c) teaching styles, d) online assessment methods, and e) students' interests and differences; 2) pre-service teachers felt lost, anxious, and enter survival stage; 3) focusing on effective integration of technology and developing more aspects of teachers' competence are just some of the lessons learned for teacher education. The study offers some lessons learned for the novel experience of researchers, teachers and other educational personnel.
Asia-Pacific Journal of Teacher Education
Humanities and Social Sciences Letters
Good-quality teacher is a crucial pillar of education system. An effort to develop professional competence of preservice teachers is carried out through teaching practice courses. This study aimed to uncover the policy and implementation of independent teaching practice, and its implications for the competence of students as preservice teachers. The data was collected through documentation of teaching practice manual and reports, and interviews with institutional leaders, management teams, supervisors, master teachers and students. The collected data was analyzed qualitatively according to model of Miles and Huberman that consists of data reduction, data display and drawing conclusion. Scoring of the students’ lesson plans and teaching via videos were conducted to measure the levels of students’ professional competencies. The results showed that: the teaching practice was implemented by referring to the government policies that prioritize public health and safety; the teaching pract...
Journal of Humanistic Mathematics, 2022
As we begin to transition from online instruction to in-person, we (four mathematics teacher educators) reflect on how COVID-19 impacted our instruction and address the question: what will we take back to in-person instruction? This article includes our individual reflections and an analytical synthesis of them. Findings reveal that there were unanticipated ways that human connection and consideration arose from teaching online, much of which we want to maintain in some form when returning to brick and mortar classrooms. We conclude by highlighting the value and importance of reflection for our own well-being.