The COVID-19 pandemic outbreak has affected the entire globe and various countries worldwide have faced educational crises that entailed the re-organization of educational institutions for coping with the complex reality. On the international level, exposure to administrative and pedagogical organization constitutes part of a global culture that allows learning from the experience of other educational institutions. Some of the educational institutions consider the crisis an unprecedented opportunity for the promotion of pedagogical processes. Conversely, others are more cautious and deliberate about the implications of the crisis for social aspects, e.g. social equality and justice, as well as for personal aspects. The proposed book aims to shed light on the way a faculty of education has been organized in this reality of crisis. The anthology of the book chapters enables readers to become aware of generic challenges and ways of coping in compliance with the education programs offered by the faculty.
Author(s): Dorit Patkin, Liat Biberman-Shalev, Orit Broza
Publisher: World Scientific Publishing
Year: 2022
Language: English
Pages: 356
City: Singapore
Contents
Acknowledgements
Introduction
References
Part I Reality of Crisis — Does it Really Generate a Change in Teacher Education?
Chapter 1 Crisis, Coping and Growth: Lecturers of Introductory Courses in Education Reflect on the Transition to Distance Teaching
Introduction
Literature Review
The COVID-19 crisis and teacher education
The place of introductory courses in the process of teacher education
The challenges of distance teaching
Methodology
Research method, instruments, and participants
Research design, data collection and analysis and issues of ethics and reliability
Findings
The stage of crisis
The stage of coping
The stage of growth and reconstruction
Discussion
References
Chapter 2 Designing a Unique Teaching Model for Planning Distance Learning
Introduction
Literature Review
Teaching curriculum planning in teacher education programs
Importance of the epistemological component in curriculum planning
Online collaborative learning
The context of this research
Methodology
Research participants, research instruments, and data collection
Data analysis
Findings
The initiation stage
Creation and knowledge building
Development
Teaching and collaborative peer learning
Reflection
Discussion and Recommendations
References
Chapter 3 To Be an Online Teacher — A Dream Come True
Introduction
General Description of the Course Structure Before and During the COVID-19 Pandemic
The online teacher course before the pre-COVID-19 pandemic
Changes introduced to the course during the COVID-19 pandemic
Visual design of the new online learning space
Description of the Curriculum Contents and Types of Activities Before and During the COVID-19 Pandemic
Contents in which the level of interest was decreased
Promotion of Social and Pedagogical Aspects of the Course in Pre-COVID-19 Times and During the COVID-19 Pandemic
Intensified sense of belonging in an online course
Pedagogical emphases in the online space
Summary, Conclusions and Recommendations for Teacher Education
References
Chapter 4 Preliminary Thoughts about the Salutogenic Effects of Academic Studies on Students’ Well-Being Amidst the COVID-19 Pandemic
Introduction
Risk and Salutogenic factors in education during a prolonged crisis
Shaking Maslow’s hierarchy of needs
Maintaining Optimal Self-Regulation and Control within Defined Boundaries
Keep Inner Equanimity and Even Keel
Summary
References
Chapter 5 “Freshmen First”: Integration of First-Year Students in the Academy
Introduction
Description of “Freshmen First” Venture
Implementing the Venture in the Midst of a Pandemic
On the tutoring lecturers’ level
On the students’ level
Summary and Initial Findings
References
Part II The Narratives of Experiencing Academic Spaces and Hybrid Spaces Created in the Transition from F2F Teaching to Distance Teaching: The Issue of Teacher Education in the Various Programs
Part II(a) The Micro-Narrative of Pre-School Education Program (K-6)
Chapter 6 Parent–Preschool Teacher Relationships during the COVID-19 Pandemic: The Viewpoint of Early Childhood Education (ECE) Pre-Service Teachers
Introduction
Literature Review
Parent — Preschool teacher relationships before the COVID-19 pandemic
Parent–preschool teacher relationships during the COVID-19 pandemic
Methodology
Context of this study
Research method, instruments, data collection and ethical considerations
Research population
Data analysis
Findings
Characteristics of the preschool teachers’ relationships with the parents during the crisis: Collaboration, reflection, and containment
Parent–Preschool teacher collaboration in remote communication
Parent–Preschool teacher non-collaboration associated with remote communication
Empathy for the parents’ difficulty
Empathy for the children’s difficult
Mixed feelings about the parents’ non-collaboration
Blaming the parents for their non-collaboration
Discussion
References
Part II(b) The Micro-Narrative of Primary and Secondary School Education Programs (7–12)
Chapter 7 “Anything is Possible” — The Narrative of a Pedagogical Supervisor During a Period of Crisis
Introduction
Literature Review
The role of pedagogical supervisors
Teachers’ stages of concern regarding a pedagogical change — the CBAM model
Methodology
Research context
Research population
Research method
Research instruments
Data analysis
Findings
Adjustment to the COVID-19 crisis with agile mindset
A personally-adapted supervision
Discussion and Recommendations
References
Chapter 8 The Status of Humanities and STEM Disciplines in a Period of Crisis
Introduction
Literature Review
Status of humanistic disciplines and STEM disciplines
Implications of the COVID-19 pandemic for the status of disciplines in the Israeli education system
Methodology and Research Design
Research method
Research participants
Research instruments, data collection and ethical considerations
Data analysis
Findings
Humanistic disciplines
Perception of the status positioning in routine times
Low status: Low academic competence, traditional teaching methods, lack of relevance and motivation, scarce resources and political conflicts
Perceptions of the status positioning in crisis period
Enhanced status: A change in teaching methods and increased motivation
Lowered status: Reduction of resources, lack of motivation, cameras turned off, and backing the lack of investment
STEM disciplines
Status positioning in routine times
High status: Difficult discipline, reward for success, obligation to learn, high motivation and many resources
Status positioning in crisis period
Maintenance and enhancement of high status: Obligation to be tested in an external exam, affirmation of a learning burden, high motivation, participation and investment in learning, funding of shadow education by the parents
Discussion, Conclusions and Recommendations
References
Part II(c) The Micro-Narrative of Special Education Program (K-12)
Chapter 9 Pre-Service Teachers’ Experience in Teaching Students with Specific Learning Disorder during the COVID-19 Pandemic
Introduction
Theoretical Background
SLD — Definition and characteristics
Distance TLE processes for learners with SLD
Methodology
Context of this study
Research method, population, instruments, and data analysis
Research design, ethical considerations, limitations, and future research
Findings
Theme 1: SEPST-oriented challenges
Theme 2: Challenges oriented at the characteristics of learners with SLD
Theme 3: Support system
Theme 4: The learners’ insights from the distance TLE process
Discussion
Summary and Conclusions
References
Chapter 10 Examination of an Innovative Practicum Model in an Age of Uncertainty
Introduction
The Practicum Model — From a Dialogue to a Discourse
Research Questions
Methodology
Research method
Research population
Research instruments and data collection
Data analysis
Ethical considerations
Findings
Pre-service teachers and pedagogical supervisors’ way of coping with the COVID-19 crisis during the practicum conducted according to the unique practicum
Importance of the digital environment to the learning
Discourse as a main tool for expanding the practicum
The challenge of practicum in a closed school
Personal and professional growth
The way in-service teachers whose practicum was conducted according to the unique practicum model perceive its contribution to their coping with uncertainty and distance teaching during the COVID-19 crisis
Integration of digital environments
Independence and personal responsibility
Discussion and Conclusions
References
Part II(d) The Micro-Narrative of Advanced Degrees
Chapter 11 The Meaning of the Dialogue between an Educational Practitioner and His Students during a Period of Social Distancing
Introduction
Dialogue in Education in General and in Teacher Education in Particular
A Dialogue during the COVID-19 Pandemic: Issues, Dilemmas, and Ways of Coping in a Situation of Crisis
A dialogue with an emotional focus: Between caring and upholding the formal framework
A dialogue with a content-oriented and pedagogical focus: Personal and professional development during a period of social distancing
A dialogue on a peripheral campus: Uniqueness of the campus in Eilat
Summary and Reflections About the Future of Teacher Education
References
Chapter 12 Developing a Sense of Community in Online Learning by Means of Photography
Introduction
Literature Review
Sense of community in an online class
Photography as a tool for developing and reinforcing a sense of community
Methodology
Design of the quantitative part of the study
Independent variable
Dependent variable
Research population, research instruments, and quantitative data analysis
Design of the qualitative part of the study
Findings of the quantitative part of the study
Qualitative Findings
Spirit: ‘Without the photography, we would not have reached such layers’
Trust: ‘There was no judgmental eye, no critical eye. There were many accepting eyes’
Interaction: ‘Through the photography, we exposed worlds … the students ‘spoke their lives’ outwardly ’
Common learning expectations: ‘From my point of view, my contribution to the learning space and knowledge building was the active participation’
The tutors’ role: ‘You, the tutors, brought some kind of safety net to this space’
Discussion
Summary
References
Part II(e) The Micro-Narrative of Academicians’ Career Change to Second Career in Teaching and Professional Development Education Programs
Chapter 13 From Far and Near — Re-Establishing a Tight Link between the Academy and the Field in the Context of Practicum of Second Career Pre-Service Teachers during the COVID-19 Pandemic
Introduction
Literature Review
Building a learning community as part of the academia-school partnership
PSTs’ practicum during the COVID-19 pandemic
Methodology
Research method, research population, research instruments and data collection
Ethical considerations
Findings
The way career-changing students functioned during the practicum
Collaboration: Cycle of action expansion, proactivity, and partnership
A change of teaching methods involving joint planning with the teachers
Co-learning with peers, flexibility, improvisation, proactivity
Sharing the knowledge
The effects of the teaching practicum on the involved partners from the college and the school
The pupils
Pre-Service teachers
Relationships with teachers, pedagogical supervisor, and subject coordinator
Summary and Recommendations
References
Chapter 14 Humanity Has No Boundaries: Collaboration between School and African Immigrant Families as a Response to a Global Health Crisis
Introduction
Theoretical Background
Immigration and refugees around the globe and in Israel
School–Parent collaboration
Immigration and teacher education
Methodology
Context of this study
Research population, research instruments and data analysis
Findings and Discussion
Humanism and personal relationship
Trust and involvement in the family
Remote communication
Summary
References
Chapter 15 In the Footsteps of Lost July: Omissions and Setting Directions of Growth in Principal Education Programs during the COVID-19 Pandemic
Introduction
Needs: The Shift between the Structured and the Flexible, between Centralization and Decentralization
The Education Stage: Issues of the Learning Organization
The Name of the Game: The Practicum and its Meaning in the Unique Context
Summary: Between an “Encore” and a One-Time Show
References
Final Remarks When It’s Time to Unplug
References
Recommendations
About the Editors
About the Contributors
Index
