Search results for: COVID - 19 (Coronavirus)
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What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic
This self-study explores the experiences and challenges that the authors as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what their children experienced through remote learning and how they tried to support their learning, they reflect on their former school experiences and their teacher education practices. To do this, they address the following two research questions: (1) What were their children’s experiences in remote learning during the pandemic?; and (2) What were their experiences as mothers and teacher educators in supporting their children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, they collected stories of their experiences as mothers and teacher educators during their children’s remote learning. Their data were collected through participant observations, field notes, and artifacts that their children created, as well as learning materials received from their teachers and schools during the period. In addition, they recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
Updated: Oct. 07, 2021
Exploring online mentoring with preservice teachers in a pandemic and the need to deliver quality education
The purpose of the present study was to explore online mentoring experience from the perspectives of preservice teachers (PTs). The methodology was qualitative. 35 randomly selected PTs were interviewed after the completion of an eight-week online school experience course. Data obtained from focus group interviews were analyzed using pattern coding. Overall, the PTs mostly had a positive online mentoring experience. They reported receiving sufficient contextual and technological support when needed with limited professional support. However, they expected their mentors to allocate more time and their university supervisors (USs) to control practicum schools and to provide more online teaching samples and guidelines. They indicated that when they did not receive supports this was entirely due to the pandemic.
Updated: Sep. 03, 2021
The aims of this paper are to explore novice teachers’ experiences in the Covid-19 crisis, and to examine their professional identity construction process. During the global crisis, novice teachers had to deal with unexpected challenges and take advantage of new opportunities. This study is based on 32 narratives of novice teachers in Israel who took part in a one semester online Zoom induction in two workshops. The open conversations narratives in the meetings were recorded and transcribed, and then subjected to categorical content analysis. The findings show the challenges and opportunities related to three central categories: technological, pedagogical and educational system in the novice teachers’ experiences. The main contributions of this study are: understanding the novice teachers’ experiences in the uncertainty and turmoil of the crisis, and learning about professional dilemmas and tensions which gave rise to various challenges and opportunities that that supported the construction their professional identity.
Updated: Apr. 12, 2021
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing ‘pedagogic agility’. Despite the relocation to newly-formed online spaces, many principles and ‘intentionalities’ of practice remained unchanged, as did the teacher educators’ orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a ‘missing’ practicum.
Updated: Apr. 12, 2021
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis
Policy documents from OECD and UNESCO have been stressing the need to prepare students for what has been termed a VUCA (volatile, uncertain, complex, ambiguous) world. They emphasise social-emotional competencies as necessary for coping with such conditions. This qualitative research frames the COVID-19 outbreak as an extreme case of VUCA that grants the opportunity to examine whether our teacher preparation curriculum provides teacher students with these social-emotional competencies that they are expected to model and are necessary for coping with such circumstances. Fifty-four student teachers and 24 teacher educators responded to open-ended questionnaires, and 16 semi-structured interviews with teacher educators were analysed based on grounded theory. Results demonstrate that our student teachers struggle substantially with VUCA circumstances and do not seem to receive sufficient preparation in the domain of social-emotional competencies. These troubling findings serve as a wake-up call to increase a social-emotional orientation in teacher education curriculum.
Updated: Apr. 11, 2021
With the advent of the COVID-19 pandemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning. These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation. This paper explores what policymakers and educators can do to support educators in meeting the social emotional and academic needs of students. These strategies include investing in high-quality educator preparation, transforming educator professional learning opportunities to match current needs, supporting mentoring and the development of new teacher roles, and creating time for educators to collaborate with each other and key partners. These actions are vital for navigating teaching and learning during the pandemic and beyond.
Updated: Apr. 11, 2021
During MOFET's study day “A Corner Stone: Building Education and Teacher Education Systems in Times of Crises and Change” that took place online on June 30, 2020, we addressed the following questions: (1) What common difficulties did we face? (2) What solutions were found? (3) What sustainable changes can we make, in order to work better even in routine days? (e.g. hybrid instruction, multicultural Collaboration, reflection and professional judgment) Lecturers from England, Ireland, USA, Hong Kong, Portugal, Finland, and of course, from Israel, participated in this day of collaborative learning. They spoke about their lessons, learned as teachers, teacher educators, administrators, education ministry officials and third sector members.
Updated: Jul. 14, 2020
In the post-COVID context, individuals, communities and cultures are learning to change their ways of living in response to the challenges that the Anthropocene poses for human security and the biosphere. In this artice Alex Lautensach claims that only if teachers are adequately empowered can curricula be sufficiently repurposed towards Deep Adaptation and its agenda of resilience, relinquishment and restoration. The author suggests that teachers must learn to critically analyse their curriculum, including its hidden and null elements. The agenda for this transformative education are subsumed under six overarching aims: redefine progress as achieving sustainability; replace anthropocentrism with ecocentrism; remedy skill gaps; reorient education towards the future; eliminate parochialism from education; and empower learners to take action. Teachers will need to develop multicultural skills and non-violent ideals, transcending possible boundaries and predispositions imposed by their own native cultural environment.
Updated: Jun. 14, 2020
Learning, Teaching and Curating: Situated Digital Experience in Museums - A free course during the 2020 Coronavirus global pandemic
MOFET International invites you to attend this free course which will help you create your own online museum to share with your students, colleagues and acquaintances. Museums are the repository of our cultural heritage and thus should become destinations to explore and learn scientific, historic and artistic themes. Students can feel and sense valuable artefacts and handmade objects that shape their lives. The main question is: How do we encourage our visitors to satisfy their curiosity in the museum? Experimental methods and their didactics are the core of this online course. We will see how all museums and heritage sites can be used as places of learning with the UNESCO Best Mobile Practice innovative technology – the Wandering Platform. The free course will begin on April 5 and will include seven synchronized meetings that will take place via the ZOOM™ platform. Notice: This is not a MOOC. As so, the number of participants is limited so hurry and sign up! Free registration ends on 02.04.2020.
Updated: Mar. 29, 2020
Teaching and Learning in the Information Age - A Free Course During the 2020 Coronavirus Global Contingency from MOFET International
With an increasing number of educational institutions shutting down campuses and shifting their learning online to try and contain the spread of coronavirus… The MOFET Institute’s International Department is reaching out to the global community of teachers and teacher trainers, which is partly in isolation or having difficulties maintaining its teaching routine due to the virus crises we are all dealing with. Accordingly, the Online Academy of the International Channel invites you to sign up for free for our online course - Teaching and Learning in the Information Age, taught by Mr. Jay Hurwitz of the MOFET Institute.
Updated: Mar. 20, 2020