Investigation of Teacher Support and Teacher Training during the COVID-19 Pandemic: Tools and Skills Moving the Classroom Forward

Autor/inn/en	Suksawas, Wannaprapha; Yiemkuntitavorn, Sita
Titel	Investigation of Teacher Support and Teacher Training during the COVID-19 Pandemic: Tools and Skills Moving the Classroom Forward
Quelle	In: English Language Teaching, 15 (2022) 1, S.118-129 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	COVID-19; Pandemics; Distance Education; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Second Language Learning; Second Language Instruction; Foreign Countries; Online Courses; Masters Programs; Teacher Attitudes; Language Teachers; Graduate Students; Teaching Methods; Computer Use; Learning Processes; Course Content; Relevance (Education); Thailand + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Technisches Wissen; Pädagogische Kompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Online course; Online-Kurs; Magister course; Magisterstudiengang; Lehrerverhalten; Language teacher; Sprachunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kursprogramm; Relevance; Relevanz
Abstract	Teaching remotely from home is now compulsory for lecturers as schools across the globe have closed due to the COVID-19 pandemic. A marriage of technology and teacher training is required to help educators deliver lessons effectively online. This research aimed to 1) investigate the type of technological support teachers need to teach online during and after the COVID-19 pandemic; 2) identify the type of teacher training needed during and after the pandemic; and 3) assess teachers' satisfaction towards their training in relation to their needs. This study utilized a mixed methods research design and included a sample of 59 teachers studying for a Master's degree in Curriculum and Instruction, majoring in English language at an open university in Thailand. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) to compute means and standard deviations. In addition, qualitative data derived from a questionnaire were analyzed using typological analysis. The research findings showed: 1) the "fundamental technologies" teachers need for online teaching include computers or other computing devices, a reliable and stable-as-possible internet connection, a microphone, and a headset and camera; and 2) the task of implementing engaging lessons online and supporting students to use ICTs for projects or class work placed particular training demands on teachers. Specifically, they required: (1) training to build knowledge of the basic functions for undertaking virtual teaching and learning; (2) access to meaningful and relevant content to create lessons for students, and (3) online worksheets and projects for students. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01