Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic

Donitsa‐Schmidt, Smadar; Ramot, Rony

doi:10.1080/02607476.2020.1799708

Cited by 206 publications

(190 citation statements)

References 15 publications

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“…These themes are also explored in accounts of pragmatic changes made to pedagogy (see Asim et al in Ferdig et al 2020). Research by La Velle et al (2020) in England, Donitsa-Schmidt and Ramot (2020) in Israel and Van Nuland et al in Canada (all 2020) focuses on necessary changes at the national levels of ITE, providing valuable, general accounts. Flores and Gago (2020) in Portugal and Robinson and Rusznyak (2020) in South Africa debate the importance of the practicum, identifying issues around its value in conventional forms and the notion of idealising practice (Flores and Gago 2020, 8).…”

Section: Introductionmentioning

confidence: 99%

The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online

Kidd

Murray

2020

European Journal of Teacher Education

237

126

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The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing 'pedagogic agility'. Despite the relocation to newly-formed online spaces, many principles and 'intentionalities' of practice remained unchanged, as did the teacher educators' orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a 'missing' practicum.

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Section: Introductionmentioning

confidence: 99%

The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online

Kidd

Murray

2020

European Journal of Teacher Education

237

126

View full text Add to dashboard Cite

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“…There is no doubt that online learning provides a new learning environment, making learning easier and supporting students to develop abilities, skills, and attitudes [4]. Since the beginning of 2020, when COVID-19 was first reported, many researchers have discussed the development opportunities and threats of online learning [3,[5][6][7][8][9]. Other scholars have discussed teaching methods or teaching measures [10,11] and analyzed the adoption of a teaching system [12][13][14].…”

Section: Introductionmentioning

confidence: 99%

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

Wang

Lin

2021

Sustainability

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The prevalence of COVID-19 has changed traditional teaching modes. For many teachers, online learning effectively compensated for the absence of traditional face-to-face instruction. Online learning can support students and schools and can create unique opportunities under emergency management. Educational institutions in various countries have launched large-scale online course modes in response to the pandemic. Additionally, online learning during a pandemic differs from traditional online learning modes. Through surveying students in higher education institutions, educational reform under emergency management can be explored. Therefore, university students were surveyed to investigate their continuance intention regarding online learning during the pandemic. Expectation confirmation theory was extended using the task-technology fit model to ascertain whether the technical support of promoting online learning helped student’s complete course learning tasks during the pandemic and spawned a continuance intention to use online learning in the future. Data were collected through online questionnaires. A total of 854 valid responses were collected, and partial least squares structural equation modeling was employed to verify the research hypotheses. The results revealed that the overall research framework largely explained continuance intention. Concrete suggestions are proposed for higher education institutions to promote online learning modes and methods after the COVID-19 pandemic.

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“…From preschool to higher education, all students were negatively affected by the COVID-19 pandemic (Crawford et al, 2020). In particular, the negative effects of the pandemic have been deeply experienced in faculties of education which train prospective teachers (Donitsa-Schmidt & Ramot, 2020). Faculties of education in certain countries could not complete their technological transformation process that is required to provide students with online learning opportunities (Adnan & Anwar, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

Karataş

Arpacı

2021

CONT ED TECHNOLOGY

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This study investigated role of the self-directed learning skills, metacognitive awareness, and 21st century skills and competences in predicting readiness for online learning during the COVID-19 pandemic. 21st Century Skills and Competences Scale, Self-Directed Learning Skills Scale, Metacognitive Awareness Inventory, and Readiness for Online Learning Scale were used to collect data from 834 prospective teachers. Structural equation modelling (SEM) results indicated that self-directed learning skills, metacognitive awareness, and 21st century skills and competences positively predict prospective teachers' readiness for online learning. These findings suggested that enhancing prospective teachers' self-directed learning, metacognitive awareness, and 21st century skills and competences may promote their readiness for online learning.

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Opportunities and challenges: teacher education in Israel in the Covid-19 pandemic

Cited by 206 publications

References 15 publications

The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online

The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online

Continuance Intention of University Students and Online Learning during the COVID-19 Pandemic: A Modified Expectation Confirmation Model Perspective

The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning

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