Prelims

Teacher Education in the Wake of Covid-19

Advances in Research on Teaching

Series Editors: Cheryl J. Craig, Stefinee Pinnegar

Recent Volumes:

“Tilburg Dawn,” photo by Christopher M. Clark, taken in 1984 at the second conference of the International Study Association on Teacher Thinking.^∗

Advances in Research on Teaching Volume 41

Teacher Education in the Wake of Covid-19: ISATT 40th Anniversary Yearbook

Edited by

Cheryl J. Craig

Texas A&M University, USA

Juanjo Mena

University of Salamanca, Spain

And

Ruth G. Kane

University of Ottawa, Canada

United Kingdom – North America – Japan – India – Malaysia – China

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2023

Editorial matter and selection © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane.

Individual chapters © 2023 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80455-463-0 (Print)

ISBN: 978-1-80455-462-3 (Online)

ISBN: 978-1-80455-464-7 (Epub)

ISSN: 1479-3687 (Series)

Daniela Roxana Andron is an Associate Professor at Lucian Blaga University of Sibiu, Romania, Teachers’ Training Department since 2007. She has studied engineering, economics, and teachers’ training and holds a PhD in Management. She has authored or coauthored 17 books and numerous articles and has also been involved in professional development projects.

Michelle Attard Tonna, PhD, is a Senior Lecturer in the Faculty of Education, University of Malta. She coordinates school-based mentoring on the national level, overseeing the mentoring of student-teachers during their field placements. She is also Deputy Dean of the Faculty and Head of the Department of Leadership for Learning and Innovation.

Christine Helen Arnold, PhD, is an Associate Professor in the Adult Education/Post-Secondary Studies program in the Faculty of Education at Memorial University of Newfoundland and Labrador. Her research interests include student experiences in postsecondary education, with a focus on student affairs/services and student mobility/transitions.

Million Chauraya, PhD, is a Senior Lecturer in Mathematics Education at Midlands State University, Zimbabwe. His research interests are in mathematics teacher professional development with interests ranging from the mathematics curriculum to STEM to Education for Sustainable Development. He is passionate about the implications of contemporary global developments and the influence of the mathematics curriculum on teachers’ practices.

Christopher M. Clark, PhD, is Professor of Education, Emeritus, Michigan State University, USA. He lives in Tempe, Arizona. Chris’ gifts to ISATT include good humor, generous mentorship, conceptual clarity, and openness to new ideas. He appreciates the learning, inspiration, and friendships that ISATT has offered him since 1982.

Cheryl J. Craig, PhD, is a Professor, Chair of Technology & Teacher Education, and the Houston Endowment Endowed Chair of Urban Education in the Department of Teaching, Learning and Culture at Texas A&M University (TAMU). She is also the founding director of the Collaborative for Innovations in Teacher Education (CITE).

Amaury Daele, PhD, is an Associate Professor at the Lausanne University of Teacher Education, Switzerland. He leads in-service training programs for teachers. His teaching and research areas are teaching in higher education, use of technology for teaching and learning, and distance learning methods.

Helena Amaral da Fontoura is a Professor in the Department of Education, FFP, State University of Rio de Janeiro. Her PhD is in Science supported by the ENSP/Oswaldo Cruz Foundation. She has a Postdoctorate in Education from the University of Barcelona and Postdoctorate in Education from the Federal University of Mato Grosso. She is the Leader of the Teacher Training, Processes and Pedagogical Practices (CNPq) Research Group.

Maria Alzira de Almeida Pimenta is an Associate Professor, University of Sorocaba. She has a PhD in Education from the State University of Campinas and an MA in Arts from the University of São Paulo. Her BEd is from the State University of Campinas. She has experience teaching in primary schools and in universities at the Certificate, Diploma, Masters, and Doctoral levels.

Marie-Christine Deyrich, PhD, is Professor Emerita of Applied Linguistics at the University of Bordeaux. She has been involved in several European projects, one of which is INCLUDE: Language learning for active social inclusion. Her scholarship deals with ethical language teaching in intercultural issues, linguistic policy, LSP learning, and teaching in higher education.

Juan Vicente Ortiz Franco, PhD, has a doctorate in Education and an MS in Educational Evaluation and Research. He is the Principal Researcher of the La Razón Pedagogica group and Director of the Institutional Line of Research, Evaluation, Learning & Teaching. He teaches graduate studies at the Universidad Los Libertadores, Colombia.

Hafdís Guðjónsdóttir, PhD, is a Professor at the University of Iceland, School of Education. She conducts qualitative research, practitioner research, and self-study of teacher education practices focusing on inclusion, multicultural education, pedagogy, educational practices, and teacher professionalism. She is the coeditor of Teaching and Teacher Education.

Carol Hordatt Gentles, PhD, is a Senior Lecturer with the School of Education, UWI, Mona, Jamaica. Her research focuses on teacher education and teacher development. She has worked as a consultant for the World Bank and UNESCO and serves as the President of the International Council of Education for Teaching.

Gabriela Jonas-Ahrend, PhD, started her career as a mathematics and physics teacher in Germany before earning her doctorate in physics education. She conducts research in science and technology education, didactics, and vocational education. Her focus lies on pre- and in-service teacher training. She is involved in several international collaborations.

Stavroula Kaldi, PhD, is a Professor in Pedagogy and Instruction in the Department of Primary Education at the University of Thessaly, Greece. She has extensive experience in teaching and research in higher education. Her research interests include P-BL, differentiated instruction, cooperative learning, intercultural education, teacher education, and teacher professional development.

Ruth G. Kane, PhD, a Full Professor at the Faculty of Education, University of Ottawa, Canada, uses research to support Inuit goals for teacher education that are culturally centered and determined by Inuit. She also currently investigates the efficacy and sustainability of learning and transformation through closed social media communities. Ruth Kane serves as ISATT's Secretary.

Stefania Kifor, PhD, is a lecturer who has a LBUS, a degree in Physics, and an MA in Computer Science and Engineering Previously, she was a high school and middle school teacher. She is an author/coauthor/editor of 4 books and 18 articles. She is involved in 10 student-centered learning, problem-based learning, and digital pedagogy projects.

Toshiyuki Kihara, PhD, is a Professor in the United Graduate School of Professional Teacher Education, Osaka Kyoiku University, Japan. He has a doctorate in education. He researches teacher development through lesson study and curriculum development. He engages in collaborative projects with teachers and boards of education in Japan and internationally.

Mary Koutselini, PhD, is a Professor Emerita at the University of Cyprus. She specializes in Teaching and Educational Policy. She is the president of the Cyprus Agency for Quality Assurance and Accreditation (CYQAA) and the UNESCO Chair in Gender Equality and Women’s Empowerment of the University of Cyprus.

Shraddha Kunwar is a graduate alumna of the University of New Mexico – Anderson School of Management. She is part of the teaching faculty at Nepal Open University and works as a consultant for various projects.

Karen Marangio, PhD, is a Lecturer in the Faculty of Education at Monash University, Australia. Her research interests relate to psychology, science education, curriculum-making, and coteaching. Her work encompasses the pedagogical considerations and conditions for enabling teachers to teach in significant ways to prepare a well-informed, compassionate, and active citizenry.

Stefania Massaro is a researcher at University of Bari Aldo Moro (Italy) where she teaches special pedagogy, didactics, and play-based and animation methodology. She is a member of the Department Board at the University of Bari, the research group DiDasco, and the Italian Societies on Pedagogy and Didactic Research.

Juanjo Mena is an Associate Professor and Head of the Department of Education at the University of Salamanca. He is ISATT's Treasurer and the National Representative for Spain. His research focuses on Teaching Practice, Teacher Education, Mentoring, Teacher Development, and ICT. He has been a visiting scholar at a number of international universities including The Netherlands, Australia, Finland, and Mexico.

Wendy Moran, PhD, works in the NSW (New South Wales) Department of Education as a principal evaluator of teaching and learning programs. Prior to this work she spent nearly 20 years in teacher education at the Australian Catholic University and continues to publish research concerning the reflective practices of teachers and school leaders. Wendy’s doctoral thesis focused on teachers’ caring practices.

Subhadarshee Nayak, PhD, graduated from Tata Institute of Social Sciences, Mumbai. He studied how the institution of the caste system affects the schooling process. His research interests are social disparities and education, religion and society, caste, and gender. He was a Senior Research Fellow at the Economic Analysis Unit of the Indian Statistical Institute, Bangalore Center.

Melissa Newberry, PhD, is an Associate Professor in the Department of Teacher Education at Brigham Young University, USA. She teaches courses on adolescent development and teacher development. Her research revolves around emotionality and relationships in educational settings, teacher identity, and teacher professional development.

Eunice Nyamupangedengu, PhD, is an Associate Professor in Science Education and Director of the Marang group for research in Mathematics and Science Education at the University of the Witwatersrand (Wits), South Africa. Her research interests include practice-based research and self-study of teacher educator practices (S-STEP).

Loredana Perla, PhD, is Professor of Didactics and Special Pedagogy at the University of Bari Aldo Moro (Italy). Her focus is on didactic theory, analysis of educational practices, and special pedagogy. She is the scientific coordinator of DiDasco, referent for IDEKI and Vice President of the Italian Society of Pedagogy.

Martha Prata-Linhares is an Associate Professor at the Federal University of Triangulo Mineiro. Her PhD is in Education from PUC/ SP, Brazil. She is a member of the Executive Committee of ISATT. Her research interests include teacher education, and teaching and learning in contemporary digital culture interconnected with curriculum studies and arts. She is the Leader of the Teacher Education, Learning and Digital Culture (CNPq) Research Group.

Tara Ratnam, PhD, is an independent teacher educator and researcher based in India. Her career-long explorations have engaged her in addressing concerns arising from the ever-fluid socioculturally situated dynamics of the classroom. Her work on “excessive teacher/faculty entitlement” taps into a little researched topic in teacher education.

Mary Rice, PhD, is an Assistant Professor of Literacy at the University of New Mexico. Her scholarship focuses on access and accessibility in online learning environments. She has published over 100 pieces of scholarship on this topic. In 2018, Mary was named an Emerging Scholar by the Online Learning Consortium.

Meher Rizvi, PhD, is an Associate Professor at the Aga Khan University, Institute for Educational Development, Pakistan. She is also Faculty Chair. She is a recipient of the Australian Alumni Excellence Award. She received a prestigious International Postgraduate Research Scholarship (IPRS) for completing her doctorate from the Queensland University of Technology.

Frances Rust, PhD, is Professor Emeritus at New York University’s Steinhardt School of Education where she taught between 1991 and 2007. She has directed teacher education programs at Teachers College Columbia, Manhattanville College, Hofstra University, NYU, and University of Pennsylvania. Her research interests are teacher’s and teacher educators’ professional learning.

Barbara Šteh, PhD, is an Associate Professor at the Department of Educational Sciences, Faculty of Arts, University of Ljubljana, Slovenia. Her research interests include quality learning and teaching, the implementation of active learning and enhancing self-regulated learning, the implementation of reflective practice, and teachers’ professional development.

Katrin Temmen is a Professor of Technology Didactics at Paderborn University, Germany. Her research focuses on strengthening university teacher training through the use of teaching-learning laboratories and integrative and adaptive learning with e-learning. Another focus is the use and effect of action-oriented methods in engineering education.

Anna van der Want, PhD, is an ISATT member who is the national representative for the Netherlands. She works as a senior researcher at Leiden University of Applied Sciences. Her research interests are teacher identity, teacher professional development, school development, and Waldorf Education.

Mats Vernholz finished his master’s degree studies in Technology Didactics at Paderborn University, Germany in 2020. He previously completed his bachelor’s degree in Mechanical Engineering. Currently, he is working on his PhD, focusing on preservice vocational education teachers with a special interest in academic self-concepts.

Anoma Satharasinghe, PhD, Senior Lecturer, Department of English Language Teaching, Open University of Sri Lanka is a graduate from the University of Peradeniya in BSc (Biological Science) with postgraduate degrees from the University of Kelaniya (MA in Linguistics), English and Foreign Languages University, India (MPhil and PhD in English Language Education).

As editors, it is our great pleasure to present to you this first volume of the ISATT 40th Anniversary Yearbook: Teacher Education in the Wake of Covid-19. This book is followed by three other volumes in our four book set: 1) Teacher Education in International Contexts, 2) Approaches to Teacher Education, and 3) Studying Teaching and Learning. Taken together, these four books capture the scholarly lines of inquiry undertaken by ISATT members since the International Study Association on Teachers and Teaching’s inception as the International Study Association on Teacher Thinking in 1983. The photograph of the Tilburg Cathedral landscape, which forms the frontispiece of all three books, was contributed by founding member, Christopher Clark (US), and was taken during the 1984 ISATT conference.

This first book begins with a set of tributes to ISATT members over time. These tributes capture our members’ careers and accomplishments. They tell of friendships, triumphs and mishaps, and the individual propensities and desires of those who sustained ISATT over its first 40 years of existence. Mostly, they convey what it means to live an academic life and how those pathways differ, yet still represent successful careers in the field of teaching and teacher education nationally and internationally.

This first book has three central themes: History of ISATT, Covid-19, and Technology in Education. Special thanks go out to section editors Frances Rust (USA), Tara Ratnam (India), and Daniela Roxanna Andron (Romania) for bringing this book to fruition. Wendy Moran (Australia) and Daniela Hotolean (UK) also contributed to its completion through coordinating and editing the tributes. Readers will note that many chapter authors hail from countries whose scholarship has never been featured in ISATT publications. Given ISATT’s 40th anniversary, we celebrate our organization’s expanding reach and growth in community over four decades. In 2022, we celebrated the 20th anniversary of Teachers and Teaching: Theory and Practice, ISATT’s official journal founded by Christopher Day (UK) who was also one of ISATT’s founding members. In 2023, we honor our founding members, most especially Joost Lowyck (Belgium) and Rob Halkes (Netherlands), who, along with many others attending the early meetings, breathed life into our international study association and gave it vision – a vision that this 40th Anniversary Yearbook – in all four of its parts – proudly claims and richly instantiates.