Abstracts
Abstract
Emergency remote teaching during the COVID-19 pandemic has shed light on pedagogical challenges that require the immediate attention of teacher education programs. This paper focuses on teacher candidates’ preparation to teach online in a STEM curriculum and pedagogy course in a teacher education program at a Canadian university. The authors present a two-phase study of two cohorts of teacher candidates enrolled in this course and explore 1) their perceptions of the dynamics and effectiveness of online teaching as a teaching modality, and 2) the impact of the course on their technological and pedagogical skills necessary for online teaching. Quantitative and qualitative data were collected through pre- and post-surveys administered online at the beginning and end of the course. Findings suggest that teacher candidates’ engagement with course content resulted in a notable improvement in their views toward online teaching as a teaching modality, pedagogical approaches, and personal abilities utilizing innovative online teaching strategies. This research emphasizes the necessity for comprehensive training programs that enhance teacher candidates’ technological competencies while simultaneously refining their pedagogical methodologies for online settings. Implications for teacher education research and practice are discussed.
Keywords:
- Online teaching,
- Teacher education,
- TPACK,
- STEM teaching
Résumé
L’enseignement à distance qui a dû s’organiser en urgence lors de la pandémie de COVID-19 a mis en lumière les défis pédagogiques auxquels les enseignants ont été confrontés et la nécessité de modifier dès maintenant les programmes de formation des enseignants. Cet article porte sur la préparation des étudiants à l’enseignement en ligne dans le cadre d’un cours de deuxième année en STIM et en pédagogie au sein d’un programme de formation des enseignants dans une université canadienne. Les auteurs présentent une analyse en deux phases de deux cohortes d’étudiants en enseignement inscrits à ce cours et explorent 1) leurs perceptions de la dynamique et de l’efficacité de l’enseignement en ligne en tant que modalité d’enseignement, et 2) les répercussions du cours sur les compétences technologiques et pédagogiques nécessaires à l’enseignement en ligne. Des données quantitatives et qualitatives ont été recueillies par le biais d’enquêtes avant et après effectuées en ligne au début et à la fin du cours. Les résultats montrent que le contenu des cours a permis aux étudiants de renouveler considérablement leur vision de l’enseignement en ligne en tant que modalité pédagogique, leurs approches pédagogiques et leurs capacités personnelles à utiliser des stratégies d’enseignement en ligne novatrices. Cette étude souligne la nécessité de mettre en place des programmes de formation approfondis qui permettent d’améliorer les compétences technologiques des candidats à l’enseignement tout en affinant leurs méthodes pédagogiques dans un contexte d’enseignement en ligne. Nous analysons les implications pour la recherche et la pratique dans le domaine de la formation des enseignants.
Mots-clés :
- enseignement en ligne,
- enseignement des STIM,
- formation des enseignants,
- TPACK
Appendices
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