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How COVID-19 Pandemic Experiences Can Inform Teacher Education and Professional Development Practices

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Author(s): Schultz, Susan; Love, Kristen
Language:
English
Source:
Global Education Review. 2022 9(3):38-57.
Publication Date:
2022
Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires

Additional Information
- Availability:
  Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
- Peer Reviewed:
  Y
- Source:
  20
- Education Level:
  Elementary Education
  Secondary Education
- Subject Terms:
  COVID-19; Pandemics; Teacher Education; Electronic Learning; Elementary School Teachers; Secondary School Teachers; Educational Strategies; Social Development; Emotional Development; Technology Integration; Self Efficacy; Professional Autonomy; Culturally Relevant Education; Educational Technology; Teacher Attitudes; Faculty Development
- Subject Terms:
  New York; Pennsylvania; Maryland
- ISSN:
  2325-663X
- Abstract:
  Participants in this research study found themselves suddenly forced into remote instruction during the COVID-19 pandemic, unfamiliar with online teaching and with little guidance from the field of education. Survey data was used to capture the voices of 18 K-12 educators to share their lessons learned, the challenges they encountered, and the strategies they developed from their experiences as they reimagined education in an online environment. Findings are reported in an effort to inform professional development and teacher preparation programs.
- Abstract:
  As Provided
- Publication Date:
  2023
- Accession Number:
  EJ1363248

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