The Challenges and Opportunities of Online Learning for Preservice Teachers During the COVID-19 Pandemic

2022 ◽  
pp. 455-476
Author(s):  
Şule Yılmaz Özden ◽  
Valerie Harlow Shinas ◽  
Chu N. Ly ◽  
Nazire Burçin Hamutoğlu
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Online Education ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
Problems Of Practice ◽  
Insight Into

The transition to emergency remote teaching in response to the COVID-19 pandemic has opened up important problems of practice in online education to discussion. Since the start of this global health crisis, several studies have documented online education experiences. The aims of the current study were to examine the online learning experiences of preservice teachers from Turkey and the US. Survey items were designed to collect the perceptions and experiences of online learning from preservice teachers enrolled in teacher preparation programs during the 2020-2021 academic year. Statistical data analysis provided insight into participants' views and attitudes toward online learning. Additionally, three open-ended questions were analyzed qualitatively. These provided insight into participants' experiences, the challenges they faced, and the advantages of online learning. Findings suggest that preservice teachers prefer face-to-face teaching even though they recognize and appreciate the value of online learning. Findings also have important implications for future research.

Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course

2021 ◽  
pp. 22-41
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Educational Psychology ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
Course Experience ◽  
Psychology Course ◽  
Pedagogical Approaches

This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.

edTPA :AN EVIDENCE-BASED ASSESSMENT OF TEACHER EFFECTIVENESS IN THE CONTEXT OF ONLINE AND FACE-TO-FACE(F2F)TEACHER PREPARATION PROGRAMS IN HIGHER EDUCATION

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
VRINDA VIJAYAN ◽  
V. P. JOSHITH
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Learning ◽  
Teacher Preparation ◽  
Learning Environments ◽  
Teacher Preparation Programs ◽  
Delivery Mode ◽  
Preparation Programs ◽  
Face To Face ◽  
Face To Face Learning

Teacher preparation programs involve face-to-face (f2f) and online modes of delivery. Although the face-to-face learning environments are often complex and unpredictable, we are very familiar with them and have developed high levels of skill in working in these environments. The skills, strategies, and techniques that we so effectively use in face-to-face learning environments may not work well in online learning and vice-versa. Despite the pervasiveness of online learning in higher education, this delivery mode has yet to receive similar quality status of F2F learning. Long standing beliefs that F2F training as the only viable option continues to dominate teacher education. Central to determining the effectiveness of technology to support learning and the value of technology-mediated instruction is the quality of programs. edTPA (Educative Teacher Performance Assessment) is a widely accepted, national measure of teacher readiness and preparation. Using edTPA scorecards, teacher candidates’ efficiency can be evaluated after the completion of teacher education program in traditional face to face (F2F) and online mode. This article focuses that online may be a more effective and adept program delivery platform for preparing educators for planning for instruction and assessing student learning outcomes.

scholarly journals Online Involvement for Georgia Student Teachers During Covid-19

2021 ◽  
Vol 12 ◽  
Author(s):  
Michelle A. Thomas ◽  
Martin Norgaard ◽  
Laura A. Stambaugh ◽  
Rebecca L. Atkins ◽  
Anita B. Kumar ◽  
...  
Keyword(s):  
United States ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Online Teaching ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Spring Semester ◽  
Preparation Programs ◽  
Face To Face

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.

K-12 Online Education

2014 ◽  
pp. 385-400 ◽  
Author(s):  
Wayne Journell ◽  
Ben McFadyen ◽  
Marva S. Miller ◽  
Kathryn Kujawski Brown
Keyword(s):  
United States ◽  
Online Learning ◽  
Online Education ◽  
The United States ◽  
Future Research ◽  
Learning Needs ◽  
Face To Face ◽  
Diverse Learning ◽  
Face To Face Instruction ◽  
K 12

It is growing increasingly evident that online learning is the future of K-12 education, both in the United States and the rest of the industrialized world. Improved technology, coupled with the perceived cost-effectiveness of online education, has resulted in growing numbers of states and K-12 school districts embracing “anytime, anywhere” education. Research on K-12 online education, however, has not kept up with its growth. This chapter explores three structural issues that are currently limiting online learning from being a viable alternative to K-12 face-to-face instruction in the United States: inadequate training of online K-12 teachers, issues related to accessibility for students with diverse learning needs, and the importance of structuring courses in a way that responds to the diverse backgrounds of K-12 students. Although this chapter is framed from an American perspective, largely because the vast majority of K-12 online learning occurs in the United States, future research on these issues is essential to K-12 online education in any context.

Supporting quality social studies instruction: the social studies practices continuum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susan Erickson ◽  
Kerry A. Dunne ◽  
Christopher C. Martell
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Preparation Programs ◽  
Content Type ◽  
Instructional Coaches ◽  
College Career ◽  
The Social ◽  
Improving Instruction

PurposeThis article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.Design/methodology/approachThe article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.FindingsThe continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.Originality/valueThis article offers a new tool for teachers and supervisors to use in improving instruction.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

scholarly journals Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

scholarly journals A Care-Centered Approach to Online Learning Design and Pedagogy

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Methodological Approach ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Effective Learning ◽  
Learner Perspective ◽  
Instructor Behaviors

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

The Challenges Faced by Pharm.D Students in Online Learning due to Covid-19 Pandemic and its Impact on their Mental Health in the Northern Border Region of Saudi Arabia

2021 ◽  
Vol 15 (9) ◽  
pp. 2819-2822
Author(s):  
Anwar A Alshammari ◽  
Abdulrahman M Alshammari ◽  
Nawaf M. Alotaibi ◽  
MD Ali Mujtaba ◽  
MD Tauquir Alam
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Online Education ◽  
Pharmacy Education ◽  
Border Region ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Face To Face ◽  
Northern Border ◽  
Teaching Learning

Objective: The purpose of the survey was to gather information from students on their learning preferences prior to the COVID-19 outbreak, barriers to online education during the pandemic, and the mental and psychological effects of COVID-19 on students. Method: Applying Google Forms, a cross-sectional pharmacy student-targeted online questionnaire designed to develop. In order to ensure that only pharmacy students responded, an introductory opening inquiry of the program name used to select out non-pharmacy students. Following that, these few demographic questions are asked to the participant's present institution and program year in which the participants currently in. Results: A total 260 pharmacy students received the survey, out of total 186 replies were received from professional pharmacy students, resulting in a response rate of around 71.5%. Almost half of the students (94%) chose traditional face-to-face training, while 32.8% preferred a combination of online and face-to-face instruction, and only 16.7% liked online instruction alone. The difficulties to online education during the COVID-19 pandemic outbreak show that, Issues with in-person communication (23.7%), pandemic-related anxiety and stress (22%), time management (19.9%), experience in online education (16.7%). The majority of respondents (87%) intended to incorporate online knowledge gained during the COVID-19 pandemic outbreak into their teaching/learning techniques. During the COVID-19 epidemic, we discovered that practically all students were plagued by symptoms of sadness, anxiety, tension, and poor sleep quality, with the majority suffering from significant depression (31.2 %). Conclusion: This study concludes that most of the students are in favor of incorporation and applications of online learning experiences in teaching/learning practices garnered during pandemic. Furthermore, the majority of students had changed their behavior as a result of coronavirus, while nearly half of those polled experiencing an increase in anxiety and tension. Keywords: COVID-19 pandemic, online learning, mental health, Pharm.D students, Pharmacy education, face to face learning.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

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