Teacher educators’ experiences of the shift to remote teaching and learning due to COVID-19

Abstract

Background: The measures imposed to curb the spread of the coronavirus disease 2019 (COVID-19) pandemic in early 2020 meant that many higher education institutions (HEIs) had to shift rapidly to remote teaching and learning (RTL). Given the unique demands of teacher education programmes, the question of the extent to which RTL and similar modes of teaching and learning are suited to the preparation of primary school teachers to teach in South African schools is an important one.Aim: The aim of the study was to explore the experiences and perceptions of teacher educators (TEs) towards this rapid shift to RTL.Setting: The study took place in one department in a faculty of education in an urban South African university.Methods: This study took the form of a qualitative case study. Data was gathered by means semistructured individual interviews and focus group discussions.Results: Firstly, it was found that mixed responses to the change to RTL at the outset gave way to a general consensus about the long-term value of blended learning. Secondly, it was found that the change to RTL had a positive effect on TEs’ teaching, given increased familiarity with, and integration of, technology, as well as the accompanying revisions to both pedagogy and curricula. Thirdly, the data showed that TEs perceived RTL as limiting because of two main factors, namely students’ lack of information and communication technology (ICT) resources and because, in their estimation, teacher education uniquely requires contact teaching. Finally, it was found that the change to RTL created additional psychological stressors for both students and staff.Conclusion: Based on this study’s findings, the authors advocate for more recognition and support for the emotional work performed by TEs during times of transition. They also argue that TEs should be given more responsibility in moulding blended teaching and learning practices according to their experiences of the successes and challenges of RTL.

Blended learning for teacher training: benefits, challenges, and recommendations

“…1): рефлексивний огляд власного досвiду впровадження BL [1,19,28], кiлькiсний та якiсний аналiзи щодо певних аспектiв упровадження BL [2-4, 7, 9, 10, 12, 13, 16-18, 21, 23-26, 30, 33-35, 38], систематичнi огляди з даної тематики [5,31,37]. З iншого боку, можна визначити дослiдження, що проводились як з майбутнiми вчителями [2, 3, 9, 12, 13, 17-19, 21, 23-26, 28, 30, 33-36], так i вже з педагогами-практиками [1,4,6,7,10,16,29,38].…”

“…Географiя дослiджень охоплює Європу (Грецiю [38], Румунiю [12], Нiдерланди [25,35], Хорватiю, Мальту, Нiмеччину, Португалiю та Норвегiю [2,16], Францiю [22], Iспанiю, Великобританiю [1,3], Бельгiю [6], Фiнляндiю [29], Туреччину [21,30]), Азiю (Гонконг [16], Пакистан [4], Китай [18], Iндонезiю [13,28,33,34], В'єтнам [23]), Австралiю [17,19,24], Пiвденну Америку (Еквадор [36], Мексику [9]), Африку (Ефiопiю [26], Пiвденно-Африканську Республiку [10]) (рис. 2).…”

“…-BL у пiдготовцi та перепiдготовцi вчителiв: визначення спiввiдношення частин BL [4], аналiз органiзацiї екстреного BL в умовах COVID-19 [10,24,25].…”

“…• комбiнування навчання в рiзних фiзичних мiсцях, якi пов'язанi з навчальною та професiйною дiяльнiстю студента [1]; • екстренний перехiд вiд очного до дистацiйного навчання [1,10,25,34]; • комбiнувавання методiв навчання у навчальнi стратегiї [28]; за засобами IКТ комбiнового навчання:…”

“…• застосування систем пiдтримки навчання: LMS (Blackboard [10,38], Moodle [17,29,38], Elena [33], Google Classroom [34]) та CMS [28]; • iнституцiйне навчання на вiдкритих курсах, розмiщених на MOOC платформах (edX [36]); • застосування програмних засобiв:…”