ABSTRACT

This report documents the adaptations made by three teacher educators in an early childhood teacher preparation programme in New York City when classes were transitioned to digital environments due to COVID-19. Through qualitative methods that included reflection, observation notes, and systematic discussion, four themes emerged of promising digital practices that model effective teaching and promote pedagogical content knowledge. These practices include the use of breakout groups, an interactive whiteboard, an interactive agenda, and community-building activities. The authors hope to support teacher educators globally by illustrating specific practices that facilitate student engagement and model pedagogical practices for pre-service teachers.

抽象的

本报告记录了三位教师教育者在纽约市的一个幼儿教师准备计划中所做的改编，当时该课程由于COVID-19而转变为数字环境。通过包括反思，观察笔记和系统讨论的定性方法，出现了四个有前途的数字实践主题，它们可以为有效的教学建模并促进教学内容知识的发展。这些做法包括使用分组讨论，交互式白板，交互式议程和社区建设活动。作者希望通过举例说明促进学生参与的特殊实践并为职前教师建立教学实践模型，从而在全球范围内为教师教育工作者提供支持。