ABSTRACT

This mixed-methods study was designed to measure and elaborate constructs of faculty online readiness from pre- COVID-19 pandemic literature. Bringing together the validation of a scale to measure these constructs and insights from a focus group, findings suggest that the negative connotations of risk-taking and making mistakes while learning to teach online seem to have been mitigated by a combination of affective factors such as humility, empathy, and even optimism. Teacher educators explained that transitioning online in a context of a crisis contorts normal longitudinal perceptions of preparation and readiness. This new sense of temporality was connected to unexpected benefits of bringing them into partnership with their students. However, quantitative and qualitative results are interpreted to show that assessing students’ equitable access to online learning and managing the demands of scholarship and university-based and academic community service duties are areas in need of attention from professional development designers and policy makers.

摘要

这项混合方法研究旨在测量和阐述COVID-19之前的大流行文献的教师在线准备情况。研究结果综合了量表的验证，以衡量焦点小组的这些构造和见解，发现表明，在学习在线教学时冒险和犯错误的负面含义似乎已通过诸如谦卑之类的情感因素的组合得到缓解。 ，同情甚至乐观。教师教育者解释说，在危机中进行在线过渡会扭曲正常的纵向准备和就绪感。这种新的暂时性与将他们与学生建立伙伴关系带来的意想不到的好处联系在一起。然而，