Teaching Preservice Teachers in the Time of COVID: What’s Worth Keeping?

Sun, Kathy; Ruef, Jennifer L.; Stoehr, Kathleen Jablon; Ahearn, Madeline

doi:10.5642/jhummath.202201.14

Cited by 3 publications

(14 citation statements)

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“…Our study joins a small, but growing, number of emergent studies on the impacts of COVID-19 on mathematics instruction. These include reports on the challenges of establishing online learning communities, which included willingness and opportunities for students to participate and access to stable and effective technological interfaces (Calder et al2021;Jordaan & Havenga, 2021;Ruef et al, 2022;Sun et al, 2022;Uegatani et al, 2021).…”

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

“…From the students' perspectives, these included inequitable access to functional technological interfaces and equipment, the organization and implementation of online instruction, and inequitable distributions of resources and demands on time. For example, some students faced challenges due to unstable or absent internet access, shared devices with siblings, or competing demands for their time and energy as they worked or provided childcare to support their family during a time of duress (Jordaan & Havenga, 2021;Sun et al, 2022). Teachers and schools struggled to create effective online learning environments and provide special education or emergent bilingual supports (Ruef et al, 2022;Sun et al, 2022;Uegatani et al, 2021).…”

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

“…For example, some students faced challenges due to unstable or absent internet access, shared devices with siblings, or competing demands for their time and energy as they worked or provided childcare to support their family during a time of duress (Jordaan & Havenga, 2021;Sun et al, 2022). Teachers and schools struggled to create effective online learning environments and provide special education or emergent bilingual supports (Ruef et al, 2022;Sun et al, 2022;Uegatani et al, 2021).…”

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

“…There were also online instructional successes, including the emergence of previously reticent students, the creation and adaptation of technical tools, and flattening of power structures that resulted in more democratic student participation (Ruef et al, 2022;Sun et al, 2022;Uegatani et al, 2021).…”

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

“…For example, depending on the activity, we might ask the PTs to wear student, teacher, or colleague "hats," and we refer to moments of our own explicit sharing of pedagogical choices as "teacher hat moments." Because so much of our work depends upon empathetic perspective taking and interpersonal communication, our methods courses are founded on the principle of relational equity which we operationalize as the ways in which students are seen, heard, and valued by their peers within a learning community (Boaler & Staples, 2008;Lo & Ruef, 2020;Sun et al, 2022). Relational equity is both a theoretical and pedagogical stance of recognizing and honoring the humanity of all members of a learning community.…”

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confidence: 99%

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Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Ruef

Shepard²

2022

INT ELECT J MATH ED

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Background. This article describes the redesign, implementation, and students' experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students' experiences of relational equity, "the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning."Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students' responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995;Emerson et al., 2011;Miles et al., 2019). Findings:The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching.Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.

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Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

Section: Impacts Of Covid-19 On Mathematics Instructionmentioning

confidence: 99%

mentioning

confidence: 99%

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Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Ruef

Shepard²

2022

INT ELECT J MATH ED

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Math and Equity in the Time of COVID: Teaching Challenges and Successes

Ruef¹,

Willingham²,

Ahearn³

2022

INT ELECT J MATH ED

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Background: This article describes teachers' equity concerns related to teaching mathematics online as a result of the COVID-19 pivot to online/distance-based instruction. COVID-19 restrictions forced the creation of virtual education contexts that magnified existing equity issues related to access to technology and the challenges of providing inquiry-based, student-centered instruction.Methods: This study took place under conditions promulgated by the COVID-19 pandemic. Nine teachers agreed to share their observations and experiences with the sudden switch to teaching mathematics online. Our methods included two online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori, and emergent themes (Charmaz, 1995;Emerson et al., 2011). Findings:The results indicate that our participants experienced concerns for students and families struggling to effectively engage with and access online education, and shared the practices and online tools they found most and least helpful in enacting equitable instruction. Contribution:This work sheds light on how skilled and caring teachers leveraged prior experiences, collegial support, and technological tools to meet the challenges brought by the sudden transition to online mathematics pedagogy.

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Teaching by Example and Learning by Doing

Hickey

2023

Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning

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At the beginning of the COVID-19 pandemic, much of the world entered lockdown and schools shifted to emergency remote teaching. Despite educational researchers having long identified online teaching skills as necessary for teacher training, teachers were largely untrained and generally ill-equipped to teach online. Teacher-preparation programs are still lacking an emphasis in developing digital competencies, instead of focusing on the in-person, face-to-face teaching experience. This chapter is a case study of an undergraduate class specifically designed to help teachers learn skills and competencies related to online teaching and learning. The course addresses the online-teaching digital-skills gap with a two-pronged approach: (1) First, the design of the class follows proven, evidence-based practices for online instruction; and (2) second, each assignment of the course provides opportunities for students to develop technical skills through hands-on work, culminating in a digital storytelling project that puts all the skills to use.

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Teaching Preservice Teachers in the Time of COVID: What’s Worth Keeping?

Cited by 3 publications

References 0 publications

Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Math and Equity in the Time of COVID: Teaching Challenges and Successes

Teaching by Example and Learning by Doing

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