Adapting to Online Teaching during COVID-19 School Closure: Teacher Education and Teacher Competence Effects among Early Career Teachers in Germany

Autor/inn/en	König, Johannes; Jäger-Biela, Daniela J.; Glutsch, Nina
Titel	Adapting to Online Teaching during COVID-19 School Closure: Teacher Education and Teacher Competence Effects among Early Career Teachers in Germany
Quelle	In: European Journal of Teacher Education, 43 (2020) 4, S.608-622 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (König, Johannes) ORCID (Jäger-Biela, Daniela J.) ORCID (Glutsch, Nina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1809650
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Online Courses; School Closing; Distance Education; Educational Technology; Teacher Competencies; Teacher Student Relationship; Technological Literacy; Faculty Development; Teacher Education; Teacher Attitudes; Elementary School Teachers; Secondary School Teachers; Special Schools; Germany + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Lehrkunst; Teacher student relationships; Lehrer-Schüler-Beziehung; Technisches Wissen; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special school; Sonderschule; Deutschland
Abstract	As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01