Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education

Abstract

As Covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government, resulting in immediate closure of schools and universities. Consequently, teaching and learning were instantaneously transformed into distance and remote formats. This article offers a snapshot into how teacher educators and student teachers, coped with the unprecedented situation. We also share our reflections and examination of the online teaching and learning experiences through the lens of TPACK and online learning models. A major implication for both teacher educators and student teachers is to acquire TPACKtechnological knowledge and technological pedagogical knowledge to ensure learning continuity and equity.

The COVID-19 pandemic and its effects on teacher education

“…The need to rapidly adapt to new contexts of teaching and learning online has revealed how teacher education institutions and teacher educators encountered and experienced the challenges and opportunities to carry on their job in such unexpected circumstances (e.g. Flores and Gago 2020;Nasri et al 2020;Quezada, Talbot, and Quezada-Parker 2020). In this context, among other issues, it is important to look at how teacher education has adapted to the restriction in interaction and moved to new ways of teaching and learning in the preparation of future teachers for a world marked by uncertainty.…”

Teachers’ Mental Health and Self-Reported Coping Strategies During the COVID-19 Pandemic in Ecuador: A Mixed-Methods Study

“… 29 Studying these variables may also help establish comparisons with findings from previous studies in pre-pandemic conditions, 30–33 as well as those from other cultural settings during the pandemic. 17 , 34 Online learning using ICTs is certainly not new; however, using these methods while living in a state of emergency and confinement is certainly novel. Thus, we believe this study will add valuable information to help develop future interventions that help restore and maintain educators’ well-being and mental health.…”

Preparing student teachers for real classrooms through virtual vicarious experiences of critical incidents during remote practicum: A meaningful-experiential learning perspective

“…Flores & Gago, 2020;Moyo, 2020) argue that although such remote practicum practices may benefit student teachers in the development of their professional knowledge, it cannot capture the variety and complexity that inhere in the context of real classrooms which will enable them to link theory to practice. Nasri et al (2020) further hypothesize that this lack of immersion in authentic educational settings will possibly pose problems for would-be teachers later in their professional lives.…”