TY - JOUR

T1 - A word to the wise (gair i gall): university teacher educators’ experiences of emergency response pedagogy in Wales

AU - Hathaway, Tanya

AU - Jones, Lowri

AU - Glover, Alison

AU - Ayres, Julian

AU - Jones, Mathew

PY - 2024/11/8

Y1 - 2024/11/8

N2 - This study investigates the impact of COVID-19 on Initial Teacher Education (ITE) in Wales by examining university teacher educators’ experiences during lockdown. The pandemic significantly disrupted teacher-education partnerships, prompting rapid adaptation and changing delivery modes. Data were collected from semi-structured interviews with university teachers from eight HEIs offering teacher education in Wales in early 2022 to understand these rapid pedagogical adjustments and the transition to online teaching. Thirteen educators with varying expertise in online learning provided insights into institutional emergency pedagogy approaches. The transcribed interviews underwent a hybrid thematic analysis, initially guided by the Community of Inquiry framework and later using an open coding approach. Seven themes were identified: digital equity, assurance of professional learning, online etiquette, online teaching philosophy, design principles, meeting teaching standards, and belonging and making online connections. While the shift to online learning was transformative for Welsh academia, it highlighted a lack of digital preparedness. Cultural, linguistic and geographical factors, usually associated with fostering belonging, became obstacles during lockdown. The findings suggest that the Welsh ITE sector should adopt an outward-looking approach, leveraging existing research and proven pedagogical models to enhance professional development for university teachers and reimagining digital pedagogies to prepare for classroom realities effectively.

AB - This study investigates the impact of COVID-19 on Initial Teacher Education (ITE) in Wales by examining university teacher educators’ experiences during lockdown. The pandemic significantly disrupted teacher-education partnerships, prompting rapid adaptation and changing delivery modes. Data were collected from semi-structured interviews with university teachers from eight HEIs offering teacher education in Wales in early 2022 to understand these rapid pedagogical adjustments and the transition to online teaching. Thirteen educators with varying expertise in online learning provided insights into institutional emergency pedagogy approaches. The transcribed interviews underwent a hybrid thematic analysis, initially guided by the Community of Inquiry framework and later using an open coding approach. Seven themes were identified: digital equity, assurance of professional learning, online etiquette, online teaching philosophy, design principles, meeting teaching standards, and belonging and making online connections. While the shift to online learning was transformative for Welsh academia, it highlighted a lack of digital preparedness. Cultural, linguistic and geographical factors, usually associated with fostering belonging, became obstacles during lockdown. The findings suggest that the Welsh ITE sector should adopt an outward-looking approach, leveraging existing research and proven pedagogical models to enhance professional development for university teachers and reimagining digital pedagogies to prepare for classroom realities effectively.

KW - COVID-19

KW - Community of inquiry

KW - Higher Education

KW - Open & Distance Education and eLearning

KW - Teachers & Teacher Education

KW - online learning

KW - professional development

KW - teacher education

KW - university teacher educators

U2 - 10.1080/2331186X.2024.2423624

DO - 10.1080/2331186X.2024.2423624

M3 - Article

VL - 11

JO - Cogent Education

JF - Cogent Education

IS - 1

ER -