Pre-service science teachers' knowledge and skills backlog perpetuated by emergency remote teaching
Loading...
Date
Authors
Khoza, Hlologelo Climant
Journal Title
Journal ISSN
Volume Title
Publisher
Scientific Methodical Center
Abstract
The adoption of Emergency
Remote Teaching (ERT) during the
COVID-19 Pandemic brought a shift in
how lecturers teach in higher education,
posing a threat to the usual development
of competencies in students. This study
aimed to uncover the knowledge and
skills backlogs experienced by pre-service
teachers. The study is framed within
various concepts that characterize an
ideal science teacher. Using a qualitative
case-study design, data were collected
through interviews with nine pre-service
teachers who were subjected to the ERT.
Transcripts of the interviews were analyzed
thematically using the established
framework as a lens. The findings indicate
that while the science pre-service teachers
acquired some technological knowledge,
there was a concurrent loss of sufficient
content knowledge, a crucial prerequisite for the development of Pedagogical
Content Knowledge (PCK). Additionally, the
pre-service science teachers highlighted a
lack of knowledge in practical work and the
specific pedagogies essential for teaching
science. The implications of these findings
are discussed in the context of moving
forward.
Description
Keywords
Case study, Knowledge and skills backlog, Pre-service science teachers, Teacher education, COVID-19 pandemic, Coronavirus disease 2019 (COVID-19), Emergency remote teaching (ERT), SDG-04: Quality education
Sustainable Development Goals
SDG-04:Quality Education
Citation
Khoza, H. C. (2024). Pre-service science teachers’ knowledge and skills backlog perpetuated by emergency remote teaching. Journal of Baltic Science Education, 23(3), 464–475. https://DOI.org/10.33225/jbse/24.23.464.