Faculty Readiness for Online Crisis Teaching: Transitioning to Online Teaching during the COVID-19 Pandemic

Autor/inn/en	Cutri, Ramona Maile; Mena, Juanjo; Whiting, Erin Feinauer
Titel	Faculty Readiness for Online Crisis Teaching: Transitioning to Online Teaching during the COVID-19 Pandemic
Quelle	In: European Journal of Teacher Education, 43 (2020) 4, S.523-541 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutri, Ramona Maile) ORCID (Mena, Juanjo) ORCID (Whiting, Erin Feinauer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1815702
Schlagwörter	COVID-19; Pandemics; Readiness; Online Courses; Distance Education; Educational Technology; Teacher Educators; Educational Research; Blended Learning; College Faculty; Teacher Attitudes; Teaching Methods; Power Structure; Teaching Experience; Cultural Influences; Utah + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Fakultät; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss
Abstract	This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre-COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transitioning online in a context of a crisis contorts normal longitudinal perceptions of preparation and readiness. This new sense of temporality was connected to unexpected benefits of bringing them into partnership with their students. However, quantitative and qualitative results are interpreted to show that assessing students' equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties are areas in need of attention from professional development designers and policy makers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01