From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19
From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19
复制标题
从实体教学到远程教学：教师教育计划对 COVID-19 的回应
DOI：
--
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Kristina Belen Quezada
中科院分区：
文献类型：
--
作者：
Reyes Quezada;C. Talbot;Kristina Belen Quezada
2019冠状病毒病（COVID-19）大流行席卷全球，引发了一系列爆炸性事件，不仅改变了经济和健康，还改变了所有国家、所有人的各级教育。对初等、中等和高等教育的影响是迅速的，高等教育机构只能自生自灭。在美国，传统课堂环境下的知识传授一夜之间变成了完全的在线教学。本文介绍了加州一所文理学院及其研究生教师教育项目如何为这一重大转变做好准备，以适应不同的教育环境和教学方法，以应对COVID-19。教师们能够适应即将到来的远程/在线教育教学模式的变化。这些数据产生了五个主题：基于技术的教学策略；科技支援办公室谘询；基于替代技术的课程评估改进学与教的反馈课程中的社会情感参与，以及临床实习的支持，这些都是过渡到远程/在线教学所必需的。
ABSTRACT The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves. In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight. This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19. Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent. The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching.