Education Commons^™

Time To Transform: Challenges And Opportunities For Teaching Practice During Covid-19 And Beyond, Muhammad Abid Malik Mam, Hina Amin Ha, Saleha Ali Sa

The Qualitative Report

Teaching practice is one of the most significant components of a teacher education program that prepares prospective teachers for a fast-changing and technology-infused world. However, in many developing countries like Pakistan, it has remained stuck in the traditional methods (face-to-face, without proper utilization of technology) which made it vulnerable during COVID-19. This study explores teaching practice methods and strategies used by Pakistani universities before and during COVID-19. It further identifies the causes behind its deficiencies to prepare prospective teachers for the challenges of the current era. Using semi-structured interviews, data was gathered from nine teaching practice supervisors from nine different …

Now What?, David L. Hart Jr, Rebecca J. Armstrong

FDLA Journal

NOW WHAT?

David Hart, Ph.D. and Rebecca Armstrong, Ph.D.

Making the decision to pursue an advanced degree is certainly commendable. To add to one’s knowledge base is ambitious and the results of such a commitment are monumental. However, it goes without saying that in that scheme, life’s challenges are ever-present, and along with other given responsibilities, the concept of time becomes a faded memory. If that is not enough, COVID-19 presented all degree-seekers with issues that seemed insurmountable. Many decided that virtual learning programs would provide an environment that allowed for success in the academic arena despite the forces that …

Covid-19: Teacher Interns’ Perspectives Of An Unprecedented Year, Cheryl L. Burleigh, Andrea Wilson, Jim Lane

The Qualitative Report

During COVID-19, digital learning took on an unprecedented central focus in K-12 education. This study applied photovoice qualitative methodology to record and understand the lives and reality for teacher interns as they adapted to abrupt changes in the way they designed and delivered instruction while living homebound during a pandemic. Teacher interns shared their stories of transitioning to virtual or distance learning. Participants (n = 97) were a demographically and culturally diverse group of K-12 public school teacher interns from California. The findings from this study illuminate the need for U.S. public K-12 schools to develop specific professional development training …

Composition, Computers, And Covid-19: The Roles Of Multimodal Composition And Digital Technology In The Covid-19 Pandemic., Michael P. Lynn

All HCAS Student Capstones, Theses, and Dissertations

The shift toward remote and online learning brought on by the COVID-19 pandemic has had a significant impact on teaching multimodal composition at all levels. Part of this shift towards rethinking multimodal composition came from the challenges of moving what would be in person classes online. Drawing on the New London Group’s definition of multimodality (1996), this thesis examines the relationship between remote learning throughout the pandemic and the modalities and technologies used by composition instructors and students in first-year writing. Using interviews with six first-year writing instructors from a private university, this project explores how instructors encouraged students to …

A Review Of Formative Assessment Techniques In Higher Education During Covid-19, Daniel Asamoah, Masitah Shahrill, Siti Norhedayah Abdul Latif

The Qualitative Report

To meaningfully determine how well students have achieved learning targets, instructors must adopt specific formative assessment techniques. During the COVID-19 pandemic, existing studies have discovered the techniques instructors in higher education use in their formative assessment practices. However, there has not been any consensus on the prevalent formative assessment techniques used. In this study, we examined empirical documents to determine to what extent formative assessment has supported formal or informal techniques, or both. A total of 15 samples of published documents on the formative assessment techniques used by instructors in higher education were purposively selected and subjected to summative content …