Open AccessEngaging Student Teachers in An Online Teaching Pedagogies Module during COVID-19
Author(s) -
Peter Tiernan,
Jane O’Kelly,
Justin Rami
Publication year - 2021
Publication title -
international journal of higher education
Language(s) - English
Resource type - Journals
eISSN - 1927-6052
pISSN - 1927-6044
DOI - 10.5430/ijhe.v10n7p62
Subject(s) - covid-19 , mathematics education , online learning , online teaching , psychology , process (computing) , teaching method , computer science , medical education , pedagogy , multimedia , medicine , disease , pathology , infectious disease (medical specialty) , operating system
COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.