European Journal of Teacher Education volume 43, issue 4, P523-541 2020 DOI: 10.1080/02619768.2020.1815702 View full text
Ramona Maile Cutri, Juanjo Mena, Erin Feinauer Whiting

Abstract: This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre-COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transition…

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