The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19
Abstract
The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves. In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight. This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19. Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent. The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching.
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Citations
Cites
Theories and Frameworks for Online Education: Seeking an Integrated Model
Picciano, A. G. (2017) · Online Learning · doi:10.24059/olj.v21i3.1225 · Cited by 551
Reassessing Disparities in Online Learner Student Engagement in Higher Education
Paulsen, J., & McCormick, A. C. (2020) · Educational Researcher · doi:10.3102/0013189x19898690 · Cited by 186
Cited by
COVID-19 and teacher education: a literature review of online teaching and learning practices
Carrillo, C., & Flores, M. A. (2020) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1821184 · Cited by 1,019
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020) · Journal of Pedagogical Research · doi:10.33902/jpr.2020062805 · Cited by 382
Metadata
- Authors
- Quezada, R. L., Talbot, C., & Quezada-Parker, K. B.
- Venue
- Journal of Education for Teaching
- Publisher
- Informa UK Limited
- Published
- 2020-08-02
- Volume
- 46
- Issue
- 4
- Pages
- 472-483
- ISSN
- 0260-7476 (ISSN-L)
- 1360-0540
- OpenAlex
- W3046605101
- Cited by
- 329
- References
- 2
- FWCI
- 101.54
- Type
- journal article
- Language
- en
- Open access
- closed
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- Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2020.1801330
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
