The impact of COVID-19 pandemic can be significantly felt in various ways/forms and at various levels of education. The gradual evolution of conventional teaching & learning into blended mode of education, prior to the unprecedented situations created by the pandemic, abruptly transformed into emergency remote teaching and Institutions and teachers had to quickly respond to an unexpected and ‘forced’ transition (Bonk et al., 2020; Hodges et al., 2020; UN, 2020) thus accelerating the shift from traditional to online educational methods. Teachers and teacher educators are also transitioning through a particularly uncertain time in terms of their professional lives and work and look for new ways and approaches to devise new norms of normality. Blended learning, a hybrid of in-person lessons and distance learning, is one of the many proposed models for the future of the technology-assisted classroom and with the widespread use of technology in teaching and learning, there are numerous ways to approach blended learning today.
This article collection aims at examining the various elements at stake during the sudden adaptation of online practice of teacher training in an emergency situation - such as the preparation of the teachers, professional training, experience of practice teaching, knowledge and understanding of the social context of the school, pedagogical models to support the online learning of students and to recognise the emerging trends in this era of hybrid learning. As we shifted to distance learning last spring, we had to take the best of blended learning and adapt to it to survive in a completely virtual world of teacher education.
The Research Topic welcomes papers which explore the changes and challenges in teacher education pedagogies and strategies and techniques to manage these. We invite submissions that draw upon theories and concepts of emerging trends, as well as papers that explore contextual factors and conditions surrounding the special issue topic. We aim to publish empirical research, case studies, theoretical developments, and review papers. We are interested in manuscripts that bring together transdisciplinary knowledge of this Research Topic.
Potential papers may address, but are not limited to, the following topics:
• Challenges of blended course/ model in teacher preparation
• New trends in teacher education during crisis
• Emergence of new structure of teacher education post pandemic
• Pedagogical changes, innovation, and creativity in teacher education
• Devising strategies for managing, implementing and sustaining emerging trends
• Benefits and challenges of blended learning for teachers’ professional development.
The impact of COVID-19 pandemic can be significantly felt in various ways/forms and at various levels of education. The gradual evolution of conventional teaching & learning into blended mode of education, prior to the unprecedented situations created by the pandemic, abruptly transformed into emergency remote teaching and Institutions and teachers had to quickly respond to an unexpected and ‘forced’ transition (Bonk et al., 2020; Hodges et al., 2020; UN, 2020) thus accelerating the shift from traditional to online educational methods. Teachers and teacher educators are also transitioning through a particularly uncertain time in terms of their professional lives and work and look for new ways and approaches to devise new norms of normality. Blended learning, a hybrid of in-person lessons and distance learning, is one of the many proposed models for the future of the technology-assisted classroom and with the widespread use of technology in teaching and learning, there are numerous ways to approach blended learning today.
This article collection aims at examining the various elements at stake during the sudden adaptation of online practice of teacher training in an emergency situation - such as the preparation of the teachers, professional training, experience of practice teaching, knowledge and understanding of the social context of the school, pedagogical models to support the online learning of students and to recognise the emerging trends in this era of hybrid learning. As we shifted to distance learning last spring, we had to take the best of blended learning and adapt to it to survive in a completely virtual world of teacher education.
The Research Topic welcomes papers which explore the changes and challenges in teacher education pedagogies and strategies and techniques to manage these. We invite submissions that draw upon theories and concepts of emerging trends, as well as papers that explore contextual factors and conditions surrounding the special issue topic. We aim to publish empirical research, case studies, theoretical developments, and review papers. We are interested in manuscripts that bring together transdisciplinary knowledge of this Research Topic.
Potential papers may address, but are not limited to, the following topics:
• Challenges of blended course/ model in teacher preparation
• New trends in teacher education during crisis
• Emergence of new structure of teacher education post pandemic
• Pedagogical changes, innovation, and creativity in teacher education
• Devising strategies for managing, implementing and sustaining emerging trends
• Benefits and challenges of blended learning for teachers’ professional development.
