Developing Teachers' Knowledge for Teaching in Virtual Contexts: Lessons From the Pandemic of 2020-2021

Source Title: Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning

ISBN13: 9781799872221|ISBN10: 179987222X|ISBN13 Softcover: 9781799872238|EISBN13: 9781799872245

DOI: 10.4018/978-1-7998-7222-1.ch031

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MLA

Niess, Margaret L., and Henry Gillow-Wiles. "Developing Teachers' Knowledge for Teaching in Virtual Contexts: Lessons From the Pandemic of 2020-2021." Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, edited by Margaret L. Niess and Henry Gillow-Wiles, IGI Global, 2021, pp. 643-664. https://doi.org/10.4018/978-1-7998-7222-1.ch031

APA

Niess, M. L. & Gillow-Wiles, H. (2021). Developing Teachers' Knowledge for Teaching in Virtual Contexts: Lessons From the Pandemic of 2020-2021. In M. Niess & H. Gillow-Wiles (Eds.), Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (pp. 643-664). IGI Global. https://doi.org/10.4018/978-1-7998-7222-1.ch031

Chicago

Niess, Margaret L., and Henry Gillow-Wiles. "Developing Teachers' Knowledge for Teaching in Virtual Contexts: Lessons From the Pandemic of 2020-2021." In Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning, edited by Margaret L. Niess and Henry Gillow-Wiles, 643-664. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7222-1.ch031

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Abstract

The 2020 worldwide pandemic signaled the COVID-19 crisis as a real threat and forced K-12 schools to move teaching and learning from face-to-face classrooms to online virtual classrooms. Educators searched for a silver lining amid the hardships created by the virtual teaching and learning environments. This chapter answers an important question: How has the knowledge that teachers need for teaching changed as a result of School Lockdown 2020-2021? Analysis of the chapters in this book in addition to extensive qualitative observations of two middle school virtual computer science classrooms over six months identified two important lessons needing consideration when requiring K-12 virtual instruction: (1) teachers' knowledge for teaching requires developing their technological pedagogical content knowledge for teaching in both face-to-face and virtual contexts, and (2) teaching virtually relies on a social presence that assures students' sense of belonging to engage in virtual learning experiences.