| Autor: |
Ngcobo, Zanele, Jhagroo, Jyoti, Rabaza, Msebenzi, Enu, Justice |
| Zdroj: |
Proceedings of the Conference of the International Group for the Psychology of Mathematics Education; 2023, Issue 47, p191-191, 1p |
| Abstrakt: |
This article offers insight into Mathematics teacher educators' (MTE) preparedness for a sudden shift to online teaching and the professional training offered by their institutions for online teaching. While online teaching is not a new phenomenon, the unexpected COVID-19 pandemic forced the shutdown of institutions that offered face-to-face-only mode of study. In an attempt to continue the study programmes while not endangering lives, institutions resorted to emergency remote teaching and learning. Decisions of this nature are often made at senior levels and teacher educators were expected to cope with the changed platform. In this article, we present perspectives of MTE from initial teacher education institutions in South Africa, Ghana and New Zealand. The focus on MTE emerged from the notion that teaching STEM subjects are anchored on collaborative teaching. Drawing on the socio-cultural work of Sfard (2007) and others, premised on teaching and learning environments as discursive spaces with a great deal of communication, we set out to gain a preliminary understanding of how the shift to emergency online teaching enabled such an environment of teaching and learning. The sample consisted of eleven mathematics teacher educators across the four institutions who responded to the online questionnaire after the first two waves of the pandemic. The findings show that mathematics teacher educators in all four ITE institutions had to cope with emergency online teaching at very short notice. In terms of professional training offered, this mainly focused on operational matters and the use of learning management systems. Not all mathematics teacher educators felt that the training added value to their online teaching nor to their motivation for work nor did it help them cope with the challenges. There was an overwhelming agreement that the sudden shift to online teaching had a negative impact on the preservice teachers. For example, lack of peer interaction, student-lecturer interaction course delivery not being able to meet their individual needs. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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