Development of pre-service early childhood teachers' technology integrations skills through a praxeological approach

Preschool teachers' predicaments of teaching online and strategies employed during the COVID-19 pandemic: A literature review

BACKGROUND

The COVID-19 pandemic accelerated the transition to remote preschool education, highlighting the crucial role of preschool teachers in navigating pedagogical transformations, adapting to technology, and addressing the challenges of distance learning.

OBJECTIVE

This study delved into the intricate challenges confronted by educators specializing in early childhood education within the realm of remote instruction during the COVID-19 pandemic. Additionally, it scrutinized a spectrum of tactics and interventions implemented to overcome the challenges, presenting nuanced insights to enhance the effectiveness of online pedagogy.

METHODS

Conducting a systematic literature review, this study comprehensively analysed academic sources to synthesize challenges faced by preschool teachers and their adaptive strategies during the transition to remote instruction induced by the COVID-19. The investigation focused on online teaching strategies, COVID-19 implications, and the broader landscape of remote learning.

RESULTS

The review illuminated intricate challenges, encompassing technological constraints, pedagogical adjustments, and psychological adaptations. These challenges compelled the deployment of a diverse range of strategies, underscoring educators' resilience and resourcefulness in maintaining vibrant online teaching and learning ecosystems.

CONCLUSION

This study offers a valuable compendium of insights, providing a comprehensive view of the evolving landscape of remote pedagogy. By fostering a nuanced understanding of the challenges and strategies, educators, administrators, and policymakers can collaboratively devise informed interventions. This collaborative effort optimizes online teaching practices, fostering enriched learning outcomes within the digital epoch.

How does technology challenge teacher education?

The paper presents an overview of challenges and demands related to teachers' digital skills and technology integration into educational content and processes. The paper raises a debate how technologies have created new skills gaps in pre-service and in-service teacher training and how that affected traditional forms of teacher education. Accordingly, it is discussed what interventions might be applicable to different contexts to address these challenges. It is argued that technologies should be viewed both as the field where new competences should be developed and at the same time as the method used in developing learning environments for teacher students.