Science Teacher Education in the Times of the COVID-19 Pandemic

Verma, Geeta; Campbell, Todd; Melville, Wayne; Park, Byung-Yeol

doi:10.1080/1046560x.2020.1771514

Cited by 63 publications

(49 citation statements)

References 1 publication

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“…The review of the literature covers studies that provide information about the response to the pandemic, primarily from China (Anderson 2020), comparative analysis from the universities of Hong Kong (Crawford et al 2020), studies on the digital divide of schools in Europe (Verma et al 2020), COVID-19-related studies, and other studies on policy development and curriculum during the pandemic (Sasot et al 2020). In this backdrop, quality research focusing on the experiences of firsttime online teachers in higher education is lacking.…”

Section: Literature Reviewmentioning

confidence: 99%

Online Teaching Experience during the COVID-19 in Pakistan: Pedagogy–Technology Balance and Student Engagement

Abid¹,

Zahid

Shahid

et al. 2021

Fudan J. Hum. Soc. Sci.

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This study aimed to explore the lived experiences of university teachers who participated in online teaching for the first time during the COVID-19 pandemic. A qualitative method of data collection and inductive thematic analysis were used. The data were collected through a semistructured interview from 11 faculty members who teach in various universities in Pakistan. The analysis presented five themes of the online teaching experience: culture and gender-related issues, teaching effectiveness, challenges in online teaching, coping strategies, and faculty’s’ post-COVID-19 perceptions. The findings reflect that the faculty prioritized to focus on immediate online instructional matters in the wake of the pandemic with a lack of emphasis on global practices for online learning. Experienced and young faculty reported disparities in striking a balance between pedagogy and technology. Moreover, despite the limitations, the experience itself prepared the faculty for a blended learning approach and increased their awareness of global and future challenges. The implications were reported based on the findings.

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Section: Literature Reviewmentioning

confidence: 99%

Online Teaching Experience during the COVID-19 in Pakistan: Pedagogy–Technology Balance and Student Engagement

Abid¹,

Zahid

Shahid

et al. 2021

Fudan J. Hum. Soc. Sci.

View full text Add to dashboard Cite

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“…Programs and processes for implementing education by adapting and innovating using technological media have become a development of the challenges and demands of the times in the era of information and communication technology which are very important as an effective strategy especially in emergencies such as the Covid 19 Pandemic (An & Oliver, 2021;Moorhouse, 2020;Sabiq et al, 2020;Verma., 2020;Williamson et al, 2020).…”

Section: Education Trough Online Learning Programmentioning

confidence: 99%

Designing Online Learning Evaluation in Times of Covid-19 Pandemic

Suswanto

Sulaiman

Sugito

et al. 2021

IER

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The research objective is to design of learning evaluation that becomes strategy in the Covid Pandemic 19. The study used qualitative research methods with case studies that construct unique and important special realities through data collection interviews and discussions by using case study analysis. The data was collected through online media such as google meetings as well as direct observation from informants, who were determined by purposive sampling, namely the management and student representatives of study groups at the Open University of Purwokerto City and private education institution of Pakis school in Cilongok District in Banyumas regency, Central Java of Indonesia. The research result that the process of service and implementation of education as well as its evaluation during the Covid-19 pandemic must still take place using adaptation and innovation strategies in the form of online learning media through the application media for the Microsoft Teams and Learning Management System (LMS) program. Implementing innovative learning through online media has been successfully implemented practically and effectively, but there is still a need for special socialization and training on an ongoing basis. Evaluation of services and implementation of education is very important to do to provide program improvement and results and evaluation could be effectively carried out through google form and Learning Management System (LMS).

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“…In addition to questions like these, researchers more generally have pointed out the need for investigations of the disparate impact of the pandemic, especially in ways that have made more apparent structural inequities that are associated with racism, poverty, and the myriad of other forms of marginalization in society (e.g., Verma et al, 2020). Here, while research related to disproportionate impact is needed more generally in education research, we believe our community, through research that is focused on science teacher education, should be able to answer specific questions about how teaching, learning, and participation is affected in specific and nuanced ways that might be unique and consequential to science teacher education.…”

Section: Potentially Productive Considerations and New Lines Of Inquimentioning

confidence: 99%

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

Campbell

Melville

Verma

et al. 2021

Journal of Science Teacher Education

Self Cite

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In May 2020, we used the editorial Science Teacher Education in the Times of the COVID-19 Pandemic (Verma et al., 2020) as an occasion to document the unique time in history in which we found ourselves. In our editorial, we focused on "1) documenting snapshots of the global impact of the pandemic on life and schools, 2) examining a sampling of governmental leaders' responses to the pandemic, especially considering what we can learn about societies relation to, and reliance (or not) on, science; and 3) documenting the ways in which the COVID-19 had helped amplify our societal and educational inequities" (p. 483). At the time we wrote our editorial there had been more than 4 million global cases of COVID-19 and more than 250,000 global COVID-19 related deaths. On November 21, 2020, the date on which we wrote this editorial, and approximately six months after our first COVID-19 focused editorial, there were more than 55 million global COVID-19 cases and more than 1.3 million global deaths attributed to the pandemic. As can be seen, we continue to suffer tremendously at the hands of the pandemic. Now, while it may be tempting to provide another snapshot as we did in May to document the impact of the pandemic on life and schools, our governmental responses, and the ways in which COVID-19 continues to amplify societal and educational inequities, we have instead chosen to focus this editorial on how science teacher education has been challenged as a result of the ongoing grip of the pandemic, and as a result of those challenges, the opportunities that we are now presented with. More specifically, we document some of the changes to science teacher education that have occurred and point to how innovative approaches used to make these changes possible might also point to the future. Further, we propose and consider how the new lines of inquiry connected to the new insights made apparent during the COVID-19 pandemic might support the field of science teacher education in imagining a more equitable future that is grounded in cultivating science student's and citizen's critical consciousness and reliance on science and justice-informed decision making. Changes to science teacher education in the pandemicThe first wave of the pandemic, which rolled across the world from January, brought with it abrupt transitions to remote learning with varied success through a range of online platforms (Durden, 2020;Lederman, 2020). In response, science teacher educators across the globe were faced with making decisions about how to best support preservice teachers learning to teach in ways that are very different from the traditional in-person instruction and field-based CONTACT Todd Campbell

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Science Teacher Education in the Times of the COVID-19 Pandemic

Cited by 63 publications

References 1 publication

Online Teaching Experience during the COVID-19 in Pakistan: Pedagogy–Technology Balance and Student Engagement

Online Teaching Experience during the COVID-19 in Pakistan: Pedagogy–Technology Balance and Student Engagement

Designing Online Learning Evaluation in Times of Covid-19 Pandemic

On the Cusp of Profound Change: Science Teacher Education in and Beyond the Pandemic

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