Learning to Unlearn, and then Relearn: Thinking about Teacher Education within the COVID-19 Pandemic Crisis

Abstract

For decades now, in the context of teacher education, we have been discussing the importance of paying attention to the fast and profound changes both in society and in people’s personal lives, as a consequence of the widespread use of new digital technologies. Yet, not much has changed in schools, where traditional teaching still rules. Students continue to be more knowledge consumers than active knowledge producers; besides, the use of technology for educational purposes remains as either a threat or an unattainable goal. However, the COVID-19 pandemic has compelled educational institutions to rethink the role of technology in education. In this article, we comment on the crisis that has struck higher education and how it has set our institutions and ourselves, as professors and teacher educators, into a deep process of rethinking our past practices and reimagining our future.

Unlearning, Relearning, and Paradigm Shift to Online Tertiary Education during the COVID-19 Pandemic in Bangladesh

“…Thus, teachers and other academic staff should embrace the 'cycle of unlearning' timely in the world of uncertainty like COVID-19 to earn more impactful, value-adding pedagogy for their students 36 . When teachers' motivation to learn to unlearn and then relearn is set, then teachers' education to new digital technologies in education has become challenging during the COVID-19 pandemic, especially in developing countries 37,38 . Besides many inherent challenges, the COVID-19 pandemic has administered profound opportunities to the educational institutions of developing countries to change or revise some of their traditional teaching practices by adopting the current information and communication technologies.…”

A human resources development professional's framework for competencies during COVID‐19 and unrest

“…There is now an observable change in the way people interact and learn in the organization, leading to a dynamic work environment (Watkins & Marsick,2021). Unlearning existing practices and relearning pandemic responsive practices helped organizations manage change rapidly and overcome uncertainties (Fernandes & Gattolin, 2021;Watkins & Marsick, 2021). In the past, crisis management studies have undermined human resource development (HRD) professionals' role during a crisis (Zulkarnaini et al, 2019).…”

“…However, this article argues that HRD professionals contributed to managing the COVID‐19 crisis by exhibiting specialized competencies gained via intentional learning, unlearning, and relearning activities. After reviewing the academic and industrial literature on HRD professional's exceptional contribution to the COVID‐19 crisis management, we propose a competency framework that can help build HRD professional's capacities to manage any future crises via intentional learning, unlearning, and relearning activities (Fernandes & Gattolin, 2021 ; Watkins & Marsick, 2021 ). In the following sections, we will discuss HRD professional's competencies using the past and present crisis management events to support the competency framework proposed in this article.…”

Los docentes y la recursividad en la educación multimodal

“…En el contexto de la formación docente, desde hace décadas se discute la importancia de prestar atención a los rápidos y profundos cambios que ocurren en la sociedad, como consecuencia de la intensificación de la globalización y del uso generalizado de nuevas tecnologías digitales. Estos cambios podrían haber motivado a las escuelas a implementar los cambios necesarios para difuminar las paredes que separan el mundo exterior a las escuelas y lo que sucede dentro del aula, equilibrando la agencia de estudiantes y docentes en los procesos de enseñanza / aprendizaje y atendiendo a la diversidad de los estudiantes (Fernandes & Gattolin, 2021).…”