Online Teacher Education During COVID: Emerging Futures for Pre-service Teacher Education
Date
2021-08
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Abstract
The purpose of this study was to explore and analyze promising online pedagogical practices that enhance engagement and learning in one course of an Ontario-based pre-service teacher (PST) education program. The study used a multiple methods Design Based Research (DBR) approach and was framed by the theoretical perspectives of social constructivism, Communities of Inquiry, TPACK (technological, pedagogical and content knowledge) and a flipped classroom model (FCM). Data was collected from the perspectives of three students and one instructor. Data analysis focused on themes related to student engagement and learning, including additional considerations for online PST education. Key findings included: (a) the importance of timely, positive and personal teacher feedback for student way-finding, motivation and rapport building; (b) the importance of professional learning networks (PLNs) for social and cognitive presence development; (c) the importance of a FCM and choice (in content and responses) for cognitive and social presence development; (d) the importance of authentic learning experiences for deeper learning and (e) additional considerations for PST online education. Future research possibilities include replication of the study’s research design in other contexts in order to build an understanding of the practices that transcend contextual boundaries with an eye toward theory-building.
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Keywords
Pre-service teacher education, COVID-19, Higher education, Online learning, Community of Inquiry
Citation
Morrison, L. (2021). Online teacher education during COVID: emerging futures for pre-service teacher education (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.