Emergency Remote Teaching Amid Global Distress: How Did Ghanaian Teacher Educators Respond, Cope, and Plan for Recovery?

• In Event: What We Learned About Teacher Education Through a Pandemic

Abstract

This study explored the experiences of Ghanaian teacher educators in emergency remote teaching and learning during COVID-19. We used a qualitative transcendental phenomenological approach and interviewed 25 teacher educators from 15 teacher training institutions. The findings revealed that remote teaching and learning were teacher-centered. Challenges such as the unsuitability and unfamiliarity of the online teaching and learning platforms, the lack of parental and school support, and inadequate online instructional resources affected online teaching and learning. Implications for educational policy and practice are discussed.

Authors

• Kenneth Gyamerah, Toronto District School Board 
  Non-Presenting Author

• Ernest Yaw Amoateng, Western Michigan University
  Presenting Author

• David Baidoo-Anu, Queen's University - Kingston
  Presenting Author

• Eric Atta Quainoo, Department of Education, Wesley College of Education, Kumasi Ghana
  Presenting Author

• Daniel Asamoah, Universiti Brunei Darussalam
  Presenting Author

• Ernest Ofori Sasu, Ada College of Education
  Presenting Author