Digital Instructional Practices to Promote Pedagogical Content Knowledge during COVID-19

Autor/inn/en	Metscher, Susanne E.; Tramantano, Johanna S.; Wong, Kevin M.
Titel	Digital Instructional Practices to Promote Pedagogical Content Knowledge during COVID-19
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 47 (2021) 1, S.121-124 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1842135
Schlagwörter	Teacher Educators; Teacher Education Programs; Early Childhood Teachers; COVID-19; Pandemics; Online Courses; Educational Technology; Electronic Learning; Teacher Effectiveness; Pedagogical Content Knowledge; Learner Engagement; Teaching Methods; Student Characteristics; Classroom Environment; New York (New York) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Online course; Online-Kurs; Unterrichtsmedien; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenklima; Unterrichtsklima
Abstract	This report documents the adaptations made by three teacher educators in an early childhood teacher preparation programme in New York City when classes were transitioned to digital environments due to COVID-19. Through qualitative methods that included reflection, observation notes, and systematic discussion, four themes emerged of promising digital practices that model effective teaching and promote pedagogical content knowledge. These practices include the use of breakout groups, an interactive whiteboard, an interactive agenda, and community-building activities. The authors hope to support teacher educators globally by illustrating specific practices that facilitate student engagement and model pedagogical practices for pre-service teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01