STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge

Mohammed Estaiteyeh; Isha DeCoito; Mariam Takkouch

doi:10.21432/cjlt28594

Authors

Mohammed Estaiteyeh Brock University https://orcid.org/0000-0001-8925-3108
Isha DeCoito Western University https://orcid.org/0000-0002-8315-9150
Mariam Takkouch Western University https://orcid.org/0000-0001-8144-9149

DOI:

https://doi.org/10.21432/cjlt28594

Keywords:

Online teaching, Teacher education, TPACK, STEM teaching

Abstract

Emergency remote teaching during the COVID-19 pandemic has shed light on pedagogical challenges that require the immediate attention of teacher education programs. This paper focuses on teacher candidates’ preparation to teach online in a STEM curriculum and pedagogy course in a teacher education program at a Canadian university. The authors present a two-phase study of two cohorts of teacher candidates enrolled in this course and explore 1) their perceptions of the dynamics and effectiveness of online teaching as a teaching modality, and 2) the impact of the course on their technological and pedagogical skills necessary for online teaching. Quantitative and qualitative data were collected through pre- and post-surveys administered online at the beginning and end of the course. Findings suggest that teacher candidates’ engagement with course content resulted in a notable improvement in their views toward online teaching as a teaching modality, pedagogical approaches, and personal abilities utilizing innovative online teaching strategies. This research emphasizes the necessity for comprehensive training programs that enhance teacher candidates’ technological competencies while simultaneously refining their pedagogical methodologies for online settings. Implications for teacher education research and practice are discussed.

Author Biographies

Mohammed Estaiteyeh, Brock University

Mohammed Estaiteyeh is an Assistant Professor of Digital Pedagogies and Technology Literacies in the Faculty of Education at Brock University, Canada. He is the subject team leader for digital technology courses in the Teacher Education program. Dr. Estaiteyeh’s research focuses on educational technologies; teacher education; STEM education; and differentiated instruction.

Isha DeCoito, Western University

Isha DeCoito is an Associate Professor and a Faculty Scholar in the Faculty of Education, with a cross-appointment to the Faculty of Science at Western University, Canada. Her research focuses on equity, diversity, inclusion, and decolonization in STEM education; digital technologies; mentoring and professional development; and environmental education.

Mariam Takkouch, Western University

Mariam Takkouch is a PhD candidate in Curriculum Studies at the Faculty of Education, Western University in Canada, with a collaborative specialisation in environment and sustainability. Her research focuses on science and environmental education, climate change education, social justice, outdoor education, and experiential learning in K-12 and postsecondary programs.

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