Teacher Education in a Reality of a World Crisis: The Narrative of a Faculty of Education in a Teacher Education College

Description

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. 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