Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch010
C. Godwin, Courtney Glavich Mayakis, Terrie Hampton-Jones
Within the rural context of our nation, education has largely been overlooked or ignored within the research. The predominant educational research focuses more upon larger urban areas with a distinct context. Training quality teacher educators within the context of a worldwide pandemic dismisses many established and traditional methods. In order to prepare our teacher candidates within this new context, our EPP revaluated its current practices. Innovation in teacher preparation is clearly at hand and is well within our reach if we use the pandemic as a springboard to reimagine a teaching force equipped to face any challenge and problem-solve to create the most effective learning environment for the students they teach. It is possible and doable and can sustain our public education system in ways that we thought impossible prior to the pandemic. It pushes us out of the rut we find ourselves within. The chapter address strategies to support preservice teachers in rural settings.
{"title":"Reimagining the Contextualization of a Rural Teacher Educator Preparation Program During COVID","authors":"C. Godwin, Courtney Glavich Mayakis, Terrie Hampton-Jones","doi":"10.4018/978-1-7998-8298-5.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch010","url":null,"abstract":"Within the rural context of our nation, education has largely been overlooked or ignored within the research. The predominant educational research focuses more upon larger urban areas with a distinct context. Training quality teacher educators within the context of a worldwide pandemic dismisses many established and traditional methods. In order to prepare our teacher candidates within this new context, our EPP revaluated its current practices. Innovation in teacher preparation is clearly at hand and is well within our reach if we use the pandemic as a springboard to reimagine a teaching force equipped to face any challenge and problem-solve to create the most effective learning environment for the students they teach. It is possible and doable and can sustain our public education system in ways that we thought impossible prior to the pandemic. It pushes us out of the rut we find ourselves within. The chapter address strategies to support preservice teachers in rural settings.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124532254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch006
Zoe Nulty, S. West
Student engagement and embracing students with accommodations have long been at the forefront of developing future teachers. Assessing the effects of COVID-19 and the long-term implications shifted the overall perception of how the world is redefining teacher education programs and preparing teachers to move forward. One could presume the impact of COVID-19 will be discussed in history classes forever as the pandemic reconfigured learning styles, structures, and supports. Student engagement and supporting students with accommodations explore multiple modalities for best practices in the classroom and encourage students with disabilities and learning differences to be successful. The authors examine best practices for in-person, hybrid, and remote learning environments: Bloom's taxonomy, universal design for learning, and formative assessment. The chapter provides examples of each resource and delves into classroom engagement and accommodations.
{"title":"Student Engagement and Supporting Students With Accommodations","authors":"Zoe Nulty, S. West","doi":"10.4018/978-1-7998-8298-5.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch006","url":null,"abstract":"Student engagement and embracing students with accommodations have long been at the forefront of developing future teachers. Assessing the effects of COVID-19 and the long-term implications shifted the overall perception of how the world is redefining teacher education programs and preparing teachers to move forward. One could presume the impact of COVID-19 will be discussed in history classes forever as the pandemic reconfigured learning styles, structures, and supports. Student engagement and supporting students with accommodations explore multiple modalities for best practices in the classroom and encourage students with disabilities and learning differences to be successful. The authors examine best practices for in-person, hybrid, and remote learning environments: Bloom's taxonomy, universal design for learning, and formative assessment. The chapter provides examples of each resource and delves into classroom engagement and accommodations.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126644674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch008
Luke Bennett, R. Jowallah
This chapter examines the impact of the COVID-19 pandemic on existing learning spaces and emerging learning spaces. The authors address the need to restructure teacher education programs to prepare teachers for flexible teaching in various modalities. Throughout this book chapter, the authors anchor their positions using research-based literature, highlighting the need for new and emerging spaces to ensure the learner's diversity about content delivery, student experience, and the management of these learning spaces. Additionally, the authors provide a critical overview of the need to redesign learning spaces to accommodate learning as learning and knowledge assessments. The chapter concludes by providing readers with a framework anchored on the teacher enterprise domain designed to evaluate and examine new and emerging learning spaces within the context of teacher, structure, content, and learners.
{"title":"Preparing Teachers for the Post-COVID Era","authors":"Luke Bennett, R. Jowallah","doi":"10.4018/978-1-7998-8298-5.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch008","url":null,"abstract":"This chapter examines the impact of the COVID-19 pandemic on existing learning spaces and emerging learning spaces. The authors address the need to restructure teacher education programs to prepare teachers for flexible teaching in various modalities. Throughout this book chapter, the authors anchor their positions using research-based literature, highlighting the need for new and emerging spaces to ensure the learner's diversity about content delivery, student experience, and the management of these learning spaces. Additionally, the authors provide a critical overview of the need to redesign learning spaces to accommodate learning as learning and knowledge assessments. The chapter concludes by providing readers with a framework anchored on the teacher enterprise domain designed to evaluate and examine new and emerging learning spaces within the context of teacher, structure, content, and learners.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115937580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch003
Şeyma Çağlar Özhan, Arif Altun
Teaching practicum is an essential component of any teacher training program. It usually involves theoretical knowledge related to content and teaching in general, classroom management strategies, and skills utilized when confronted with challenging situations. Distance learning tools may impact knowledge transfer. Using artificial intelligence-based virtual classrooms posed a challenge for pre-service teachers to address teaching and learning due to the COVID-19 pandemic. This study addresses incorporating an artificial intelligence-based virtual classroom environment with a recommendation feature as an open-access software to help pre-service teachers develop their teaching skills. Also, the study addresses recommendations to support educators' professional development. Finally, further recommendations and future directions provide thought-provoking ideas for using artificial intelligence-based virtual settings for teaching.
{"title":"AI-Based Virtual Classroom Simulator With a Recommendation System in Preservice Teacher Training During COVID-19","authors":"Şeyma Çağlar Özhan, Arif Altun","doi":"10.4018/978-1-7998-8298-5.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch003","url":null,"abstract":"Teaching practicum is an essential component of any teacher training program. It usually involves theoretical knowledge related to content and teaching in general, classroom management strategies, and skills utilized when confronted with challenging situations. Distance learning tools may impact knowledge transfer. Using artificial intelligence-based virtual classrooms posed a challenge for pre-service teachers to address teaching and learning due to the COVID-19 pandemic. This study addresses incorporating an artificial intelligence-based virtual classroom environment with a recommendation feature as an open-access software to help pre-service teachers develop their teaching skills. Also, the study addresses recommendations to support educators' professional development. Finally, further recommendations and future directions provide thought-provoking ideas for using artificial intelligence-based virtual settings for teaching.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116509599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch002
E. Tunç, Nausheen Hossain, Ambereen Haq, Yetkin Yildirim
In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.
{"title":"The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic","authors":"E. Tunç, Nausheen Hossain, Ambereen Haq, Yetkin Yildirim","doi":"10.4018/978-1-7998-8298-5.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch002","url":null,"abstract":"In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132579691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch011
Neusa Branco, Susana Colaço, Bento Cavadas
The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.
{"title":"Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools","authors":"Neusa Branco, Susana Colaço, Bento Cavadas","doi":"10.4018/978-1-7998-8298-5.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch011","url":null,"abstract":"The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133407573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch001
P. Bull, G. Patterson, J. Freestone, Sherna Julal Henry, Brittany N. Jackson
The COVID-19 pandemic disrupted educational institutions globally. The disruption impacted delivery and teacher wellness—a drastic shift from traditional teaching to hybrid and online models without adequate teacher preparation and training. Schools implemented different platforms to support the paradigm shift. These shifts caused by COVID-19 have lasting positive and negative impacts on educators, educator preparation programs, P-12 students, and the overall wellness of teachers and students. This chapter addresses the pedagogical shifts and impact of educator wellness (physically, mentally, and emotionally) caused by the pandemic. The study's findings indicate that the adjustments made by teachers and students will improve communication, collaboration, and teaching with technology skills. The shift to remote learning further strengthened the relationships between teachers and families. Finally, the chapter addresses the importance of teacher wellness and self-care.
{"title":"Our Experiences and Voices","authors":"P. Bull, G. Patterson, J. Freestone, Sherna Julal Henry, Brittany N. Jackson","doi":"10.4018/978-1-7998-8298-5.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch001","url":null,"abstract":"The COVID-19 pandemic disrupted educational institutions globally. The disruption impacted delivery and teacher wellness—a drastic shift from traditional teaching to hybrid and online models without adequate teacher preparation and training. Schools implemented different platforms to support the paradigm shift. These shifts caused by COVID-19 have lasting positive and negative impacts on educators, educator preparation programs, P-12 students, and the overall wellness of teachers and students. This chapter addresses the pedagogical shifts and impact of educator wellness (physically, mentally, and emotionally) caused by the pandemic. The study's findings indicate that the adjustments made by teachers and students will improve communication, collaboration, and teaching with technology skills. The shift to remote learning further strengthened the relationships between teachers and families. Finally, the chapter addresses the importance of teacher wellness and self-care.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115121053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch007
Akanksha Srivastava, Disha Maheshwari, A. Dwivedi
Educators address teaching and learning within multiple social contexts. Interpersonal relationships and communication are critical to both the teaching and learning processes and students' social-emotional development. The psychological and socio-emotional aspects of development attained through the teaching and learning process enable students to utilize the skills and knowledge to understand and manage emotions and set desired positive goals. The socio-emotional aspect helps to establish and maintain positive relationships with peers and society. This chapter addresses the problems in the field of teaching arising out of COVID-19, with a specific focus on the socio-emotional aspect of school-going children in India. This chapter provides an overview of different dimensions of the teaching and learning process in COVID-19. It brings forth a few recommendations to prevent the negative psychological and socio-emotional effects of COVID-19 on students and teachers.
{"title":"Psychological and Socio-Emotional Impacts of the COVID-19 Pandemic on School Children","authors":"Akanksha Srivastava, Disha Maheshwari, A. Dwivedi","doi":"10.4018/978-1-7998-8298-5.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch007","url":null,"abstract":"Educators address teaching and learning within multiple social contexts. Interpersonal relationships and communication are critical to both the teaching and learning processes and students' social-emotional development. The psychological and socio-emotional aspects of development attained through the teaching and learning process enable students to utilize the skills and knowledge to understand and manage emotions and set desired positive goals. The socio-emotional aspect helps to establish and maintain positive relationships with peers and society. This chapter addresses the problems in the field of teaching arising out of COVID-19, with a specific focus on the socio-emotional aspect of school-going children in India. This chapter provides an overview of different dimensions of the teaching and learning process in COVID-19. It brings forth a few recommendations to prevent the negative psychological and socio-emotional effects of COVID-19 on students and teachers.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128651072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch005
Mindy Louise Duckworth, Jennifer Putnam
The COVID-19 pandemic affected education on all fronts. Most troubling was the effect on students' social emotional learning (SEL) across all education sectors. The implications are yet to be fully understood; however, ongoing research points to further exploration. This chapter supports the redesigning of educator preparation programs (EPPs) to include courses dedicated to exploring SEL. In a post-COVID-19 era, it will be essential to integrate SEL in the EPP curriculum to build awareness of these needed skills in future educators, to build capacity to support students during challenging times. This chapter also encourages universities to consider the addition of SEL development for their EPPs. The authors developed specific action steps for EPPs to use in incorporating SEL within their curriculum. These steps include integrating SEL across coursework, recognizing challenges and stressors, practicing collaboration, encouraging independent practice and critical thinking, using pre and post-assessments to measure SEL improvement, and incorporating mindfulness and emotional regulation.
{"title":"The Importance of Supporting the Social-Emotional Skills of Teacher Educators in the Post-COVID Era","authors":"Mindy Louise Duckworth, Jennifer Putnam","doi":"10.4018/978-1-7998-8298-5.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch005","url":null,"abstract":"The COVID-19 pandemic affected education on all fronts. Most troubling was the effect on students' social emotional learning (SEL) across all education sectors. The implications are yet to be fully understood; however, ongoing research points to further exploration. This chapter supports the redesigning of educator preparation programs (EPPs) to include courses dedicated to exploring SEL. In a post-COVID-19 era, it will be essential to integrate SEL in the EPP curriculum to build awareness of these needed skills in future educators, to build capacity to support students during challenging times. This chapter also encourages universities to consider the addition of SEL development for their EPPs. The authors developed specific action steps for EPPs to use in incorporating SEL within their curriculum. These steps include integrating SEL across coursework, recognizing challenges and stressors, practicing collaboration, encouraging independent practice and critical thinking, using pre and post-assessments to measure SEL improvement, and incorporating mindfulness and emotional regulation.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127842211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-8298-5.ch009
S. Eddins, Venita L. Totten
This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.
{"title":"Engaging Students Through Integrated Pedagogy","authors":"S. Eddins, Venita L. Totten","doi":"10.4018/978-1-7998-8298-5.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8298-5.ch009","url":null,"abstract":"This case study presents a model of integrated pedagogy in a two-semester college-level General Chemistry course. The model was designed to engage students safely during the first year of the COVID-19 pandemic. The authors use the term “Integrated Pedagogy” to emphasize that several modes of active learning pedagogy. The technology incorporated into the course was not as an add-on enhancement but as an essential and central element. The laboratory component was integrated into the course as an independent, self-directed experience. Informal student surveys suggest that the model may transform the traditional approaches to chemistry education to meet the changing needs of diverse student populations.","PeriodicalId":248895,"journal":{"name":"Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127417401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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