Learning to Teach in a Digital Era: Innovative Solutions for Renewed Teacher Education

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (30 November 2021) | Viewed by 28853

Special Issue Editors

Department of Education, Faculty of Education, University of Salamanca, 37008 Salamanca, Spain
Interests: teacher education; ICT in education; mentoring; practicum
Special Issues, Collections and Topics in MDPI journals
School of Engineering, Tecnologico de Monterrey, Monterrey 64700, México
Interests: educational strategies assessment; gamification for learning; ICT education; teacher education

Special Issue Information

Dear Colleagues,

The COVID-19 pandemic has disrupted education systems in many ways, putting teachers to the test. New challenges have arisen related to accessing and using digital technologies for teaching. Access to the Internet and the reliability of connections have highlighted the differences between regions, districts, and schools. The PISA 2018 report (OCDE, 2019) indicated that such discrepancies were evident before the pandemic. For instance, students from Denmark have almost 100% access to the Internet, while in Indonesia it is just 45%. The use of digital tools for online learning, on the other hand, and according to recent research, has started to displace traditional teaching, moving from the delivery of content to predominantly promoting other abilities, such a collaboration, creativity, adaptability, and critical thinking.

The present Special Issue aims at scrutinizing the main implications of online teaching and addressing the implications for a digital teacher education. Digital teacher education is understood as the process of learning to teach effectively in the classroom and schools through technology. Applying policies, procedures, and knowledge to teaching through the use of technologies is required in order to respond to new societal changes.

The Special Issue welcomes papers that stress the value of teacher education to face the challenges in the new digital era for any subject and any level of education.

Kind regards

Dr. Juanjo Mena
Dr. Elvira G. Rincón Flores
Guest Editors

 

Manuscript Submission Information

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Keywords

  • digital teacher education
  • online teaching
  • teaching methods

Published Papers (8 papers)

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Research

20 pages, 21410 KiB  
Article
An Examination of Practice-Based Virtual Simulations and Pre-Service Mathematics Teaching Efficacy and Outcome Expectancy
by Trina J. Davis, Zahira Merchant and Oi-Man Kwok
Educ. Sci. 2022, 12(4), 262; https://doi.org/10.3390/educsci12040262 - 07 Apr 2022
Cited by 2 | Viewed by 2094
Abstract
Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice [...] Read more.
Authentic practice in pedagogical approaches is essential for preparing teachers to design effective learning experiences that foster student engagement during this digital era. There is an opportunity to explore novel and effective designs of virtual experiences that may augment or better prepare preservice teachers for field placements in physical classrooms. We proffer that virtual classroom simulations can and should be further explored and leveraged, now more than ever. In this paper, we examined a model of the impact of perceptual variables on instructional effectiveness that can enhance teaching efficacy and outcome expectancy when preservice teachers engage in practice teaching experiences in a virtual classroom simulation. The relationships between perceptual variables (presence, instructional time, and engagement) and teaching efficacy and outcome expectancy, as they relate to instructional effectiveness, were analyzed using the structural equation modeling approach. The results supported all of the hypothesized relationships. For example, presence and instructional time strongly and positively influenced engagement. Engagement was strongly related to instructional effectiveness. Instructional effectiveness was strongly and positively related to teaching self-efficacy, as well as outcome expectancy. The results support that virtual world classroom simulations can be an effective space for practice teaching for prospective mathematics teachers. Furthermore, this study provides insights for teacher educators, developers, and instructional designers interested in designing and utilizing practice-based simulations. Full article
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14 pages, 3942 KiB  
Article
Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico
by Elvira G. Rincon-Flores, Juanjo Mena and Eunice López-Camacho
Educ. Sci. 2022, 12(1), 49; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci12010049 - 14 Jan 2022
Cited by 24 | Viewed by 7540
Abstract
Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), [...] Read more.
Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann–Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom. Full article
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26 pages, 1423 KiB  
Article
Remote Teaching in Professor Training: Three Latin American Experiences in Times of COVID-19 Pandemic
by Orlando Fernández Aquino, Patricia Medina Zuta and Eldis Román Cao
Educ. Sci. 2021, 11(12), 818; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120818 - 16 Dec 2021
Cited by 5 | Viewed by 2796
Abstract
The subject matter has been based on three systematizations of experiences in teacher training through remote teaching, during the COVID-19 pandemic of 2020–2021. They were developed in IES in Brazil, Ecuador, and Peru. The objective has been to show the experiences implemented to [...] Read more.
The subject matter has been based on three systematizations of experiences in teacher training through remote teaching, during the COVID-19 pandemic of 2020–2021. They were developed in IES in Brazil, Ecuador, and Peru. The objective has been to show the experiences implemented to build the teachers’ pedagogical knowledge, from online teaching practices. The theoretical framework has been the theory of collaborative and developmental learning, according to L. S. Vigotski and his followers. The work methodology has been the systematization of experiences, according to Jara and others. The results of the Brazilian experience show how it is possible for students of the degree in pedagogy to acquire didactic knowledge and develop skills, through collaborative work in virtual rooms. The Ecuadorian experience shows the effectiveness of teaching focused on autonomous work, which is based on asynchronous activities. The results of the experience in Peru show how asynchronous accompaniment is an effective means for guidance and sustained feedback by the trainer, with an impact on the process of construction of a scientific text and on the productivity of the doctoral student in Education. Full article
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12 pages, 248 KiB  
Article
Adapting or Changing: The COVID-19 Pandemic and Teacher Education in Russia
by Roza Valeeva and Aydar Kalimullin
Educ. Sci. 2021, 11(8), 408; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080408 - 05 Aug 2021
Cited by 25 | Viewed by 4358
Abstract
Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, [...] Read more.
Adaptation of the Russian education system to the changes forced by the COVID-19 pandemic was complicated by the sheer size of the country, which entails the differentiation of the regions in terms of the quality of education, access to knowledge networks, communication resources, and top universities. Amid the pandemic, the country’s education system experienced an initial shock after the introduction of distance learning in March 2020, attempted to return to classroom learning in September 2020, and introduced blended learning in October 2020. Each stage brought about changes in organization and management of teaching and learning processes, development of online learning platforms and courses, and technological improvements. A diversified teacher education system impeded these changes. In effect, only the largest among 300 education institutions that offer teacher education programs had the necessary resources to provide high-quality distance and blended learning. Their experience could form the basis for creating a standardized model of teacher training for the purposes of blended learning. This is most probable in the context of the tight control and the top–down approach typical of the Russian education system. The article, therefore, analyzes some examples regarding teacher training during the pandemic implemented at Russian universities. These cases have the potential to become major trends that would ensure consistency of the country’s education system in extreme situations that might recur in the future. Full article
12 pages, 1475 KiB  
Article
Shifting the Delivery but Keeping the Focus: A Reflection on Ensuring Quality Teacher Preparation during a Pandemic
by Michelle J. Eady, Corinne A. Green and Holly Capocchiano
Educ. Sci. 2021, 11(8), 401; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080401 - 03 Aug 2021
Cited by 3 | Viewed by 2638
Abstract
There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main [...] Read more.
There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow. Full article
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17 pages, 315 KiB  
Article
Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback
by Íris Susana Pires Pereira, Eva Lopes Fernandes and Maria Assunção Flores
Educ. Sci. 2021, 11(8), 400; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080400 - 03 Aug 2021
Cited by 9 | Viewed by 2112
Abstract
This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher [...] Read more.
This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers’ perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed. Full article
16 pages, 1513 KiB  
Article
The Light and Shadow Brought to Teacher Education by Digitizing the Educational Environment: The Case of Japan
by Toshiyuki Kihara
Educ. Sci. 2021, 11(8), 399; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080399 - 03 Aug 2021
Cited by 5 | Viewed by 2432
Abstract
In this paper, the trends and issues of teacher education research and practices in Japan are clarified from the viewpoint of the digitization of the educational environment. This will be achieved through a review of the literature and policy documents on recent educational [...] Read more.
In this paper, the trends and issues of teacher education research and practices in Japan are clarified from the viewpoint of the digitization of the educational environment. This will be achieved through a review of the literature and policy documents on recent educational practices and teacher education. Firstly, Japanese teacher education and the ICT environment in schools are summarized. In addition, the Japanese concept of “teachers who continue to learn” and its multidimensional character is explained. Secondly, a model of the above idea that consists of five dimensions is introduced: (1) social navigators, (2) technical experts, (3) inquiry practitioners, (4) critical practitioners, and (5) members of professional learning communities. Thirdly, through the review, it is pointed out that all of them are affected by the digitization of the educational environment, which has been accelerated as a countermeasure to COVID-19. In conclusion, it is stated that the digitization of the educational environment and its accelerated progress casts both light and shadow on the role of Japanese teachers as reflective practitioners. Additionally, it is referenced that there are many differences among schools and regions on the ratio of light and shadow in Japan, even though it is geographically small. Full article
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19 pages, 3369 KiB  
Article
Inferential Statistical Reasoning of Math Teachers: Experiences in Virtual Contexts Generated by the COVID-19 Pandemic
by Jesús Guadalupe Lugo-Armenta and Luis Roberto Pino-Fan
Educ. Sci. 2021, 11(7), 363; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11070363 - 20 Jul 2021
Cited by 8 | Viewed by 3355
Abstract
The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on [...] Read more.
The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants’ inferential reasoning in a similar way. Full article
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