Learning Online to Teach Mathematics During the Pandemic: First-Year and Student Teachers’ Beliefs

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Online Learning, Accountability, and Considerations for Student Achievement in Teacher Education (Table 31)

Abstract

The COVID-19 pandemic deeply disrupted learning and teaching. The starkest changes for many came with the sudden shift from in-person to online classes. In this study, we drew on the experiences of student teachers and first-year teachers during the shift to online teaching to examine their beliefs about new challenges and opportunities that arose during the shift. The teachers expressed consistent beliefs that the caring/social/affective aspects of teaching and learning were damaged and in need of repair and that there were factors exacerbating inequity in students’ access to schooling. These beliefs appear to have driven substantive teacher learning as the STs and FYTs adjusted their instructional activities and drew on new-to-them technological tools to try to address their concerns.

Authors

• Stephen Hwang, University of Delaware

• Raymond LaRochelle, Epsilon

• Jinfa Cai, University of Delaware