Abstract
Seven weeks into our Spring 2020 semester, the Covid-19 pandemic was wreaking havoc on the world. The pandemic caused immediate shutdowns to schools and universities fundamentally changing how we plan for, teach, guide, and work with students. This paper explores how two first-year Assistant Professors navigated the challenges we faced and the learning opportunities we embraced while continuing our work as teacher educators amid a pandemic-induced shutdown. We employed collective self-study to examine our experiences while transitioning to remote learning with pre-service teachers using Moore’s (2012, 1993, 1989) transactional distance theory as an analytical framework to review our work as teachers in an online setting. As part of this review, we developed and used a Four R’s Model (Recognition, Reflection, Reaction, Results) based on Moore’s work to help make meaning of our findings and recommendations for other practitioners.
Highlights
Seven weeks into our Spring 2020 semester, our university shifted to “alternate modes of instruction for the remainder of the semester.” While the Covid-19 pandemic was wreaking havoc on the world medically, it had reached the classroom door, fundamentally changing how we plan for, teach, guide, and supervise our students
We explore what we can learn from our experiences through the following question: What can we learn about our practices as teacher educators and student teaching supervisors by using distance learning theory to examine our work as schools moved to remote learning during the Covid-19 pandemic?
It was essential that we examine the degree of learner autonomy that resulted when student teachers were removed from the classroom environment and placed in remote learning rooms
Summary
Seven weeks into our Spring 2020 semester, our university shifted to “alternate modes of instruction for the remainder of the semester.” While the Covid-19 pandemic was wreaking havoc on the world medically, it had reached the classroom door, fundamentally changing how we plan for, teach, guide, and supervise our students. As we experienced the wrath of the shutdowns created by the Covid-19 pandemic, we both noted how this impacted our work as teachers and teacher educators, changing everything about our day to day work. It created a critical incident that caused us to change our teaching practices and the way we fostered our student teachers’ work. With this inquiry, we explore what we can learn from our experiences through the following question: What can we learn about our practices as teacher educators and student teaching supervisors by using distance learning theory to examine our work as schools moved to remote learning during the Covid-19 pandemic?
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