Pedagogical Training During the COVID-19 Epidemic and Its Two Tracks: Remote and Face-To-Face

Merav Aizenberg
Issues in Informing Science and Information Technology  •  Volume 20  •  2023  •  pp. 039-052
Aim/Purpose.
The study aimed to examine the remote and face-to-face experience of pedagogical training in kindergarten after the third COVID-19 closure in Israel.

Background.
The outbreak of the COVID-19 epidemic in 2020 changed the training system, and preservice teachers were required to have their practical experience in the kindergartens both remotely and face-to-face. They had to adapt to the new requirements of teacher training programs and receive professional coaching and support from the pedagogical instructor remotely.

Methodology.
The sample comprised 26 early childhood preservice teachers, who received academic training that includes proficiency in digital technology. The data were collected through feedback that they wrote themselves during the training period and analyzed in the interpretive approach.

Contribution.
The contribution of the present study is that it examines the pedagogical coaching from the perspective of preservice teachers in a kindergarten during the COVID-19 epidemic, which forced a transition from face-to-face to remote pedagogical training, then back to face-to-face pedagogical instruction. To the best of my knowledge, no such study has been carried out to date, which makes it unique.

Findings.
The main findings indicate the dissatisfaction of most preservice kindergarten teachers with the remote pedagogical training (about 85%) at the physical, emotional, technological, and pedagogical levels, and the satisfaction of most preservice kindergarten teachers with face-to-face pedagogical training (about 92%) at the physical, emotional, and pedagogical levels. The main conclusion is that technology is a potential barrier in training, and that preservice kindergarten teachers need a pedagogical instructor present at a professional face-to-face meeting.

Recommendations for Practitioners.
The findings of the study show how important in-person learning and engagement is for everyone especially for Preservice teachers’ and may be helpful for pedagogical coaching teams.

Recommendations for Researchers.
Preservice teachers’ awareness of the pedagogical coaching experiences could persuade the coaching teams to avoid potential difficulties, increase emotional support, and refine the use of technology to make it a closer substitute for frontal communication.

Impact on Society.
Face-to-face training based on interpersonal relationship, allows to develop better during the training period.
remote pedagogical training, face-to-face pedagogical training, preservice kindergarten teachers, kindergartens, COVID-19
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