回顾2019冠状病毒病疫情期间教师远程学习能力:对政策和实践的启示

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH
Ayman Massouti
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引用次数: 0

摘要

自2020年3月新冠肺炎疫情爆发以来,远程教育受到了国家和国际教育政策的更多关注。这篇及时的论文旨在回顾有关K-12和职前教师在COVID-19期间和之后成功支持在线学习者所需的数字能力的文献。本综述中的一个关键问题涉及当代教师教育计划和教师专业发展如何应对在线学习者不断变化的需求。研究结果表明,目前在职的K-12教师需要在与远程学习相关的技术、教学和内容开发方面获得更多支持。相反,教师教育计划被敦促确保信息和通信技术(ICT)知识很好地融入他们的课程。此外,教师教育工作者必须具备必要的信息通信技术技能和经验,以准备合格的K-12教师进行远程学习。最后,对远程教育教师教育政策和实践提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reviewing Teachers’ Competency for Distance Learning during COVID-19: Inferences for Policy and Practice
Following the COVID-19 pandemic outbreak in March 2020, distance learning has gained more attention from national and international education policies. This timely paper aimed to review the literature about digital competencies that K-12 and pre-service teachers require in order to succeed in supporting online learners during and post COVID-19. A critical question in this review pertained to how contemporary teacher education programs and teacher professional development can respond to the evolving needs of online learners. The findings showed that currently practicing K-12 teachers need more support around the technical, pedagogical, and content development associated with distance learning. In contrast, teacher education programs are urged to ensure that Information and Communication Technology (ICT) knowledge is well integrated into their curricular courses. Further, teacher educators must have the necessary ICT skills and experience to prepare competent K-12 teachers for distance learning. Conclusion and recommendations for teacher education policy and practice for distance learning are offered.  
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