From Little Seeds Grow Mighty Trees: Transforming Teacher Preparation Literacy Methods’ Courses during the 2020 Pandemic

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2023-02-03 DOI:10.1080/10790195.2023.2172627

Kimberly Kimbell-López, Elizabeth Manning, Carrice Cummins

引用次数: 0

Abstract

ABSTRACT This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the Covid-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these lessons guided the redesign and delivery of assignments and activities for required literacy courses in the early childhood and elementary teacher preparation programs. Faculty recognized the great need for resources, both external and internal, in order for them to grow and mature as they entered into the virtual teaching environment.

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从小种子长成大树：在2020年大流行病期间转变教师准备识字方法课程

本文描述了三所高等教育扫盲学院如何将传统的面对面教学转变为同步和异步相结合的授课方式，以应对Covid-19大流行和随后的大学关闭。教师们分享了在大流行的第一年所学到的具体经验教训，以及这些经验教训如何指导重新设计和提供幼儿和小学教师培训计划中必修扫盲课程的作业和活动。教师们认识到，在进入虚拟教学环境后，为了让他们成长和成熟，他们非常需要外部和内部的资源。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.