Crisis, Coping and Growth: Lecturers of Introductory Courses in Education Reflect on the Transition to Distance Teaching

Biberman-Shalev, Liat; Pinku, Guy; Hemi, Alla; Paz, Omri; Enav, Yarden

doi:10.1142/9789811257322_0001

Cited by 1 publication

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“…TEs nor the STs challenged the contents or theories taught or the importance of preserving the contents introduced in the courses. These findings support another study’s results (Biberman-Shalev et al, 2022) which reported that TEs did not undermine the content theories within the university-based courses taught during the pandemic and the shift to online teaching and learning. The TEs found the contents as an anchor during the uncertain time of crisis.…”

Section: Discussionsupporting

confidence: 89%

1 of 4: Evaluating a structural change in teacher college timetable as a post-COVID-19 response

Biberman-Shalev,

Broza,

Chamo

et al. 2023

Policy Futures in Education

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The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled “1 of 4.” Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating overwork and harming sequential learning. TEs’ and STs’ recommendations for improvement revealed that the TEs and STs mainly expressed traditional dispositions regarding their roles and their expectations from the new BL timetable. The main conclusion posits that structural change is crucial, but it may only act as the first step in redesigning teacher preparation for the post-COVID-19 era.

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Section: Discussionsupporting

confidence: 89%