Responding to the COVID-19 Pandemic in Trinidad and Tobago: Challenges and Opportunities for Teacher Education

Autor/inn/en	Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy
Titel	Responding to the COVID-19 Pandemic in Trinidad and Tobago: Challenges and Opportunities for Teacher Education
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 4, S.452-462 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1800407
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Preservice Teacher Education; Early Childhood Education; Elementary Education; Teacher Education Programs; Equal Education; Access to Education; Creativity; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Access; Bildung; Zugang; Bildungszugang; Kreativität; Trinidad und Tobago
Abstract	Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties. The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period: Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01