The Lessons Learnt from Emergency Remote Teaching to Strengthen a Pre-Service Teacher Education Course on Lesson Design

Autor/inn/en	van der Merwe, Dean; Levigne-Lang, Rene
Titel	The Lessons Learnt from Emergency Remote Teaching to Strengthen a Pre-Service Teacher Education Course on Lesson Design
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 3, Artikel 3 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teaching Methods; Decision Making; Lesson Plans; Grounded Theory; Student Teacher Attitudes; Distance Education; Blended Learning; COVID-19; Educational Change; Pandemics; Teacher Education Programs; Undergraduate Students; Learning Processes; Educational Experience; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Lesson planning; Unterrichtsplanung; Distance study; Distance learning; Fernunterricht; Bildungsreform; Learning process; Lernprozess; Bildungserfahrung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on the lessons learnt from the COVID-19-induced emergency remote (online) teaching and learning of a one-year teacher education course. The final-year course, within a four-year Bachelor of Education programme, aimed at developing pre-service teachers' knowledge of the nature and process of learning and how to guide and support learning in diverse school contexts. The course was planned before the COVID-19 pandemic, and teaching and learning would have taken place on campus, with limited online activities. The ensuing lockdown in South Africa resulted in university teaching and learning moving abruptly online. We investigated lessons learnt from the transition to emergency remote (online) teaching. Data were generated by conducting semi-structured interviews with 20 student teachers about their experiences of the course. The data were analysed using the constant comparative method. Analysing the data highlighted the benefits of remote (online) teaching that should be considered when using a blended approach to harness online teaching affordances. As we advance, we will implement a fully blended approach, harnessing the affordances of both online and contact-based teaching and learning. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01