This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators' experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the COVID-19 pandemic. Data were collected via narrative conversations between the two teacher educators such…

The teaching profession has always been a difficult one. This reality has only continued since the COVID-19 school closures as many teachers were attempting to return to "normal." For novice teachers (within their first five years), they did now know what normal was and therefore could not return to it. This group of teachers continue to…

We are a collaborative teaching team at a mid-sized, predominately white institution (PWI), who sought to explore teaching about antiblackness in teacher education. Using an antiblackness theoretical framework we asked: (1) What are our individual and collective curricular responsibilities as marginalized faculty and instructors within this…

Teacher education programs have the dual task of teaching specific subject content while also providing examples of how this content can be taught in schools. This task is especially important, and also problematic, when it comes to technology and science education, where hands-on components such as design/construction exercises, laboratory…

The purpose of this study was to examine preschool teachers' practices of online learning during the COVID-19 pandemic. A total of 389 preschool teachers from 48 preschools (governmental, experimental, private, and international) in greater Cairo, Egypt responded to a survey in the Fall semester of 2021/2022. The survey was comprised of seven…

In the spring of 2020, the global pandemic of COVID-19 resulted in the rapid transition from traditional in-person PreK-12 instruction to emergency remote learning. As educators continue to operate in a post-pandemic era, they engage in multiple variations of remote learning without the training or guidance to consistently achieve positive…

The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need…

This article describes how three higher education literacy faculty shifted their traditional face-to-face instruction to a combined synchronous and asynchronous delivery in response to the COVID-19 Pandemic and subsequent closure of the university. Faculty share specific lessons that were learned over the first year of the pandemic, and how these…

Concerning the use of digital technologies in education, the COVID-19 pandemic acted as a catalyst for rethinking educational policies. With the shift to emergency remote teaching, schools experienced a paradigm shift in delivering education. School leaders and teachers found themselves in the necessity of quick adaptation to various new modes,…

The purpose of this qualitative narrative study was to examine and understand the public high school traditional learning teachers' preparations for a transition to online learning during the COVID-19 pandemic through their lived experiences, stories, and perceptions. The problem is that the pandemic presented significant challenges for public…

In this article, we describe our experience as a racially and disciplinarily diverse, relatively junior program team who embraced the opportunity to transform a 20-year-old professional development seminar for graduate students into a remote offering in response to COVID-19. Our efforts to support our participants and champion an institutional…

Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally…

The problem addressed in this study was the challenging lived experiences, beliefs, and perceptions of K-12 public school teachers from the New York, New Jersey, and Connecticut tri-state areas who were precipitously forced to move from face-to-face to online during the COVID-19 pandemic despite their lack of skills and preparedness to perform in…

This study aims to investigate the virtual class management experiences of teachers. The research was designed by adopting a qualitative research approach. The maximum variation sampling method, one of the purposive sampling methods, was used while determining the study group of the research. In this context, interviews were conducted with 18…

Opportunities for teachers' growth and development are important to support sustainable education in Vanuatu, Oceania, and beyond. Recently, in Vanuatu, as elsewhere, online learning has become significant, and its occasion under COVID-19 circumstances has been portrayed as a disruption. This study investigated the growth opportunities experienced…