Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic

By Torrey Trust, Jeromie Whalen. The Journal of Technology and Teacher Education, 2020

565 citations recorded by the source corpus.

In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a matter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure continuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and provide recommendations for how to better prepare and support educators for teaching remotely in times of need.

Subfields: Clinical Psychology, Education, Philosophy

View Paper: https://www.semanticscholar.org/paper/4f082d70032ea9f07309f8f783796f90275e9a40

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In Clinical Psychology

1. Triinu Aaviku
2. Liina Lepp
3. Ä. Leijen
4. Margus Pedaste
5. Katrin Saks

Citations in the corpus

• A Case Study of Students’ and Teachers’ Perceptions in a Finnish High School during the COVID Pandemic (2020, unknown): “( Trust & Whalen, 2020) In general, more experienced and IT-specialized teachers coped best in the new situation (Alea et al., 2020).”
• Teaching during COVID-19: The Decisions Made in Teaching (2021, background): “Moreover, pedagogical readiness and preparedness for distance learning in general and online teaching more specifically [7,8], and teacher wellbeing and coping with uncertainty seem to be important [8–10].”