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Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

European journal of teacher education, 2020-08, Vol.43 (4), p.608-622 [Peer Reviewed Journal]

2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2020 ;ISSN: 0261-9768 ;EISSN: 1469-5928 ;DOI: 10.1080/02619768.2020.1809650

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  • Title:
    Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany
  • Author: König, Johannes ; Jäger-Biela, Daniela J. ; Glutsch, Nina
  • Subjects: COVID-19 ; ICT ; teacher competence ; teacher education ; technological pedagogical knowledge
  • Is Part Of: European journal of teacher education, 2020-08, Vol.43 (4), p.608-622
  • Description: 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.
  • Publisher: Routledge
  • Language: English
  • Identifier: ISSN: 0261-9768
    EISSN: 1469-5928
    DOI: 10.1080/02619768.2020.1809650
  • Source: Taylor & Francis Open Access
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