Abstract
ABSTRACT This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transitioning online in a context of a crisis contorts normal longitudinal perceptions of preparation and readiness. This new sense of temporality was connected to unexpected benefits of bringing them into partnership with their students. However, quantitative and qualitative results are interpreted to show that assessing students’ equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties are areas in need of attention from professional development designers and policy makers.
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