Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature

Carrillo, Carmen; Flores, María Assunção

doi:10.1080/02607476.2022.2153018

Cited by 9 publications

(3 citation statements)

References 42 publications

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“…It is not possible to determine the extent to which the pandemic influenced the findings. The Covid-19 pandemic forced higher education institutions and teacher education programs into a remote teaching mode which required new ways of addressing teaching and learning needs ( Carrillo and Flores, 2022 ). The students’ self-reported reading behaviors may have been influenced, either positively or negatively, by the pandemic context.…”

Section: Discussionmentioning

confidence: 99%

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Orellana,

Silva,

Iglesias

2024

Front. Psychol.

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IntroductionReading comprehension is considered a key ability for students in teacher education programs.MethodsData from 72 students enrolled in a Chilean school of education was used to estimate the contribution of reading proficiency in first-semester academic performance using regression analysis.ResultsReading comprehension made a significant, albeit modest contribution to predict students’ academic performance, after controlling for their scores in the standardized national admission tests and high-school grades. The students’ average reading level was below the level of text complexity required in their first term and, although by their senior year they had made significant progress in reading comprehension, their reading level continued to be lower than text demands.DiscussionA qualitative exploration of students’ reading behaviors and attitudes revealed they devoted few hours per week to reading class material and even less time to reading for leisure. Faculty were cognizant of the reading deficits of their students but had few suggestions as to how to address. Future studies in higher education should confirm whether the misfit between reading proficiency and reading demands observed in this school of education is the exception or the rule.

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Section: Discussionmentioning

confidence: 99%

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Orellana,

Silva,

Iglesias

2024

Front. Psychol.

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“…Powell and Bodur (2019) define OTPD as a learning experience that takes place during courses, workshops or training modules. There is a proliferation of OTPD programs nowadays, mainly as a result of the COVID-19 pandemic where the format of teacher education programs shifts from face-to-face to online (Carrillo & Flores, 2022). It serves a myriad of purposes, for various subject matters and is conducted via various methods of delivery such as synchronous, asynchronous, and self-access.…”

Section: Teacher Professional Development Programmementioning

confidence: 99%

From Needs Analysis to Programme Design: Online Speaking Skills Upskilling Programme for ESL Teachers

Zulkepli,

Mohd Ariff Albakri,

Megat Khalid

et al. 2024

WJEL

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This study observed that many teacher professional development programmes are designed without considering teacher’s voice. The present study addresses this gap by designing an online speaking skills upskilling programme that is based on a group of ESL teachers’ needs. The study employed the mixed methods research approach. Using the convenience sampling, 104 ESL teachers answered an online needs analysis survey. In the qualitative phase, an online interview was carried out with seven teachers who took part in the upskilling programme. Based on the findings, two conclusions can be made. First, for an upskilling programme that focuses on the enhancement of the speaking skills to be successful, psychological constructs such as self-esteem and anxiety need to be considered at the design stage. Second, as the programme was conducted fully online, having synchronous sessions is an important design feature. There are two implications. Firstly, it underscores the importance of integrating psychological considerations into the design of online speaking skills programs for ESL teachers. Secondly, it emphasizes the value of striking a balance between online and synchronous components While the study contributes valuable insights, it is important to acknowledge its limitations. Specifically, it does not explore the impact of improved speaking skills on teachers' classroom practices, and it solely focuses on speaking skills development. Future research could delve into the relationship between teachers' speaking proficiency and their instructional practices. Additionally, exploring the broader benefits of such online upskilling programs on other language skills would be a promising avenue for further investigation.

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“…Technology and online education were the only solutions during the lockdowns imposed by governments worldwide to reduce the spread of the SARS-CoV-2 infection which caused the global pandemic COVID-19 (Carrillo & Assuncao Flores, 2022). As such, education was abruptly shifted from a brick-and-mortar setting to the actual environment.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2023

IJLT

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Online education has been around for a few decades now, with a growing number of higher education institutions offering various online courses either as part of a degree or as further professional development. However, the global COVID-19 pandemic forced the transfer of education from a traditional classroom to a virtual environment. Such a sudden transit meant that not only teaching and learning but also assessment had to be conducted online. The paper aims to present our experience of online assessment of a Medical English course delivered in the first semester of the academic year 2021-2022 to 1 st -year medical students. Data were collected through observation. The results proved that the online system was effective in analyzing and assessing students.

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Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature

Cited by 9 publications

References 42 publications

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

Students’ reading comprehension level and reading demands in teacher education programs: the elephant in the room?

From Needs Analysis to Programme Design: Online Speaking Skills Upskilling Programme for ESL Teachers

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