From Bricks and Mortar to Remote Teaching: A Teacher Education Program's Response to COVID-19

Autor/inn/en	Quezada, Reyes Limon; Talbot, Christie; Quezada-Parker, Kristina Belen
Titel	From Bricks and Mortar to Remote Teaching: A Teacher Education Program's Response to COVID-19
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 4, S.472-483 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1801330
Schlagwörter	COVID-19; Pandemics; Higher Education; Online Courses; Distance Education; Electronic Learning; Teacher Education Programs; College Faculty; Teacher Educators; Faculty Development; Teacher Competencies; Technology Uses in Education; Feedback (Response); Social Emotional Learning; School Closing; Planning; Computer Mediated Communication; Evaluation Methods; Assignments; Student Teaching; California + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrkunst; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School closings; Schule; Schließung; Schließung (von Schulen); Ablaufplanung; Planungsprozess; Computerkonferenz; Assignment; Auftrag; Zuweisung; Teaching practice; Unterrichtspraxis; Kalifornien
Abstract	The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves. In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight. This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19. Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent. The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01