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

IF 1.6 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Education for Teaching Pub Date : 2022-11-30 DOI:10.1080/02607476.2022.2153018

Carmen Carrillo, Maria Assuncao Flores

{"title":"Online teaching and learning practices in teacher education after COVID-19: lessons learnt from the literature","authors":"Carmen Carrillo, Maria Assuncao Flores","doi":"10.1080/02607476.2022.2153018","DOIUrl":null,"url":null,"abstract":"The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students’ performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ FROM AUTHOR]","PeriodicalId":47457,"journal":{"name":"Journal of Education for Teaching","volume":"39 1","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Teaching","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02607476.2022.2153018","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 3

Abstract

The COVID-19 pandemic forced higher education institutions and teacher education programmes to transition from face-to-face to remote teaching. In this new educational environment, universities and schools had to make changes to address emerging teaching and learning needs. This literature review study provides an overview of research on teaching and learning practices published after the outbreak of COVID-19 in the context of teacher education. It aims to examine their characteristics after the pandemic and analyse issues that have affected their development. Based on the inclusion criteria, 28 papers were considered in the analysis. Findings point to the social and collaborative dimension of teaching, the caring component and the adoption of a more democratic and inclusive approach to teaching and learning. Personal and contextual factors and the challenges encountered related to poor interaction and difficulties in assessing students’ performance are also identified. Implications for rethinking current online teaching and learning practices in the context of teacher education are discussed. [ FROM AUTHOR]

查看原文本刊更多论文

2019冠状病毒病后教师教育的在线教学实践:从文献中吸取的教训

2019冠状病毒病大流行迫使高等教育机构和教师教育项目从面对面教学转向远程教学。在这种新的教育环境下，大学和学校必须做出改变，以满足新出现的教学需求。本文献综述研究对新冠肺炎疫情后教师教育背景下的教学实践研究进行了综述。它的目的是审查大流行后这些国家的特点，并分析影响其发展的问题。根据纳入标准，28篇论文被纳入分析。调查结果指出了教学的社会和合作维度、关怀成分以及采用更民主和包容的教学方法。个人和环境因素以及在评估学生表现时遇到的与不良互动和困难有关的挑战也被确定。讨论了在教师教育背景下反思当前在线教学和学习实践的意义。[源自作者]

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Education for Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.50

自引率

10.00%

发文量

期刊介绍： The Journal of Education for Teaching is an established international refereed periodical which publishes original contributions on the subject of teacher education. The journal interprets "teacher education" in the widest sense, to include initial training, in-service education and staff development. The editors welcome scholarly discussions of new issues, reports of research projects or surveys of research work in particular fields, and contributions to current debates in teacher education throughout the world, generally or on specific issues.