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"Covid-19 shock" and identified benefits for improved pre-service chemistry teacher education

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EN
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EN
The global pandemic has forced many people to make significant changes in their work, personal lives, and everyday duties and activities. This metamorphosis has also significantly affected education systems. Implemented research activity in the learning process and emphasised the development of children’s cooperation have recently been limited and often unattainable because of learner isolation, prevailing home education, and different countries’ COVID-19 quarantine measures. Herein, we investigated and tested the 2020 European spring preparedness, commitment, and erudition of in-service and pre-service teachers and parents in remote education. We profiled the following three paradigm models of successful remote education; specific experience of in-service and pre-service chemistry teachers and the parents of school-age children. Here, we concentrated on sensitive identification of the most common problems, disadvantages, and risks. Prospective teacher training should concentrate more on remote education. It should help develop teachers’ didactic competencies and increase their motivation and willingness to participate in this mode of education.
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Strony
1--16
Opis fizyczny
Bibliogr. 29 poz., rys., tab.
Twórcy
  • Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava, Mlynska dolina, Ilkovicova 6, 842 15 Bratislava, Slovak Republic, phone +4212602 96451
  • Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava, Mlynska dolina, Ilkovicova 6, 842 15 Bratislava, Slovak Republic, phone +4212602 96451
  • Department of Didactics in Science, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University in Bratislava, Mlynska dolina, Ilkovicova 6, 842 15 Bratislava, Slovak Republic, phone +4212602 96451
Bibliografia
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  • [3] Ketelhut DJ, McCloskey E, Dede C, Breit L, Whitehouse P. Core tensions in the evolution of online teacher professional development. In: Dede C, editor. Online professional development for teachers: Emerging models and methods. Cambridge, MA: Harvard Education Press; 2006. pp. 237-63. ISBN: 9781891792748. DOI: 10.14507/ER.V0.735.
  • [4] Hamilton ML, Pinnegar S. On the threshold of a new century trustworthiness, integrity, and self-study in teacher education. J Teach Educ. 2000;51(3):234-40. DOI: 10.1177/0022487100051003012.
  • [5] Hamilton ML, Pinnegar S, Russell T, Loughran J, La Boskey V. Reconceptualising Teaching Practice: Self-study in Teacher Education. 1st ed. London: Falmer Press; 1998. 267 pp. ISBN: 750708697.
  • [6] Bebell D, Russell M, O’Dwyer, L. Measuring teachers’ technology uses: Why multiplemeasures are more revealing. J Res Tech Educ. 2004;37(1):45-63. DOI: 10.1080/15391523.2004.10782425.
  • [7] McIsaac MS, Gunawardena CN. Distance Education. In: Jonassen D, editor. Handbook of Research for Educational Communications and Technology: A Project of the Association for Educational Communications and Technology. New York, NY: Simon Schuster Macmillan; 1996. p. 403-37. ISBN: 9780028646633.
  • [8] Keegan D. On defining distance education. Dist Educ. 1980;1(1):13-36. DOI: 10.1080/0158791800010102.
  • [9] Carpenter JP, Rosenberg JM, Dousay TA, Romero-Hall E, Trust T, Kessler A, et al. What should teacher educators know about technology? Perspectives and self-assessments. Teach Teach Educ. 2018;95:103124. DOI: 10.1016/j.tate.2020.103124.
  • [10] Instefjord EJ, Munthe E. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teach Teach Educ. 2017;67:37-45. DOI: 10.1016/j.tate.2017.05.016.
  • [11] Avidov-Ungar O, Forkosh-Baruch A. Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teach Teach Educ. 2018;73:183-91. DOI: 10.1016/j.tate.2018.03.017.
  • [12] Lenkaitis XA. Teacher Candidate Reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange. Teach Teach Educ. 2020;92:9. DOI:10.1016/j.tate.2020.103041.
  • [13] Bennett SK, Bennett DB, Brandwein PF. Lecture: Regarding the ecology of science education: Connections to environmental and distance education. J Sci Educ Technol. 2004;13(2):137-46. DOI: 10.1023/B:JOST.0000031254.77284.a4.
  • [14] Gomez LM, Sherin MG, Griesdorn J, Finn LE. Creating social relationships. J Teach Educ. 2008;59(2):117-31. DOI: 10.1177/0022487107314001.
  • [15] Otero V, Peressini D, Meymaris KA, Ford P, Garvin T, Harlow D, et al. Integrating technology into teacher education. J Teach Educ. 2005;56(1):8-23. DOI: 10.1177/0022487104272055.
  • [16] Prokša M, Drozdíková A, Haláková Z. Learners uderstanding of chemical equilibrium at submicroscopic, macroscopic and symbolic levels. Chem Didact Ecol Metrol. 2018;23(1-2):97-111. DOI: 10.2478/cdem-2018-0006.
  • [17] Major Š, Hubálovská M, Wacławek M. Using the Rapsberry Pi microcomputers in STEM education in technically oriented high schools. Chem Didact Ecol Metrol. 2021;26(1-2):73-88. DOI: 10.2478/cdem-2021-0006.
  • [18] Tanik-Önal N, Önal N. Teaching science through distance education during the COVID-19 pandemic. Int J Educ Teach. 2020;7(4):1898-911. Available from: https://files.eric.ed.gov/fulltext/EJ1271081.pdf.
  • [19] Verma, G, Campbell, T, Melville, W, Park, BY. Science teacher education in the times of the COVID-19 pandemic. J Sci Teacher Educat. 2020;31(5):483-90. DOI: 10.1080/1046560X.2020.1771514.
  • [20] Pilkington LI, Hanif M. An account of strategies and innovations for teaching chemistry during the COVID‐19 pandemic. Biochem Mol Biol Educ. 2021;49(3),320-2. DOI: 10.1002/bmb.21511.
  • [21] Caruana DJ, Salzmann CG, Sella A. Practical science at home in a pandemic world. Nat Chem. 2020;12:780-83. DOI: 10.1038/s41557-020-0543-z.
  • [22] Kelley EW. LAB theory, HLAB pedagogy, and review of laboratory learning in chemistry during the COVID-19 pandemic. J Chem Educ. 2021;98(8):2496-517. DOI: 10.1021/acs.jchemed.1c00457.
  • [23] Huang J. Successes and challenges: Online teaching and learning of chemistry in higher education in China in the time of COVID-19. J Chem Educ. 2020;97(9):2810-4. DOI: 10.1021/acs.jchemed.0c00671.
  • [24] George-Williams S, Motion A, Pullen R, Rutledge PJ, Schmid S, Wilkinson S. Chemistry in the time of COVID-19: Reflections on a very unusual semester. J Chem Educ. 2020;97(9):2928-34. DOI: 10.1021/acs.jchemed.0c00796.
  • [25] Shidiq AS, Permanasari A, Hernani, Hendayana S. Chemistry Teacher Responses to Learning in the COVID-19 Outbreak: Challenges and Opportunities to Create Innovative Lab-work Activities. J Phys: Conf Ser. Vol. 1806. Int Conf Math Sci Educat (ICMScE). 14-15 July 2020. Jawa Barat, Indonesia. 2021;1806. DOI: 10.1088/1742-6596/1806/1/012195.
  • [26] Tomšik R, Rajčániová E, Ferenčíková P, Kopányiová A. Parents’ views on education during COVID-19 pandemic in Slovakia - comparison between the views of parents of children with special needs and parents of children without identified special needs. Ped Or. 2020;30(2):156-83. DOI: 10.5817/PedOr2020-2-156.
  • [27] Branikovičová PL, Lášticová MB. Distance Education of Students from Socially Disadvantaged Background during the first Wave of Coronavirus Pandemic in Slovakia. In: Baránková M, editor. Proc 7th Conf: Community Psychology in Slovakia. 2020;7:25-38. ISBN: 9788022350341. Available from: https://fses.uniba.sk/fileadmin/fsev/uap/dokumenty/workshop/20_21/Proceedings_2020.pdf.
  • [28] Kamenický M. Problems in Education during COVID-19 Pandemic. Ternopilskij oblastnij komunalnij institut pisladiplomnoj pedagogicnoj osvity. (Ternopil Regional Communal Institute of Postgraduate Pedagogical Education) 2021:195-99. Available from: http://elar.ippo.edu.te.ua:8080/bitstream/123456789/5712/1/%D0%97%D0%B1%D1%96%D1%80%D0%BD%D0%B8%D0%BA%20%D0%BC%D0%B0%D1%82%D0%B5%D1%80%D1%96%D0%B0%D0%BB%D1%96%D0%B2%20%D0%BA%D0%BE%D0%BD%D1%84%D0%B5%D1%80%D0%B5%D0%BD%D1%86%D1%96%D1%97%202021.pdf#page=195.
  • [29] Tigaa RA, Sonawane SL. An international perspective: Teaching chemistry and engaging students during the COVID-19 pandemic. J Chem Educ. 2020;97(9):3318-21. DOI: 10.1021/acs.jchemed.0c00554.
Uwagi
Opracowanie rekordu ze środków MEiN, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2022-2023).
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-c521d698-cdd6-4456-b91b-ad38ef78b618
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