Teacher Education Journal of South Carolina
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TEJSC 2020 Special Edition
Academic Continuity Amid Crisis
As an alarming new coronavirus spreads, education has experienced its global and local impact. Colleges and universities are facing difficult, often excruciating decisions: Will we close our campus? If so, what happens to students with nowhere to go? How can we move our courses online? How to plan for an ever-more-uncertain future?
Our goal, in a time of crisis and confusion, is to show you the full picture of how teacher education in SC is affected — and how it’s responding. We’re committed to providing the information and analysis you need, in the moment.
In an effort to answer your questions, we are shifting our spring edition of the TEJSC to an open submission (no deadline) format that will continually be updated on our website. The peer review process will be expedited so everyone on and around your campus can be thoroughly informed.
By Erin D. Besser and Lillian G. Reeves, USC Aiken
Abstract: This guide was written to support faculty, teachers, and other educators who may be tasked with transitioning from face-to-face instruction to online instruction in the coming weeks. The first part of the guide highlights and evaluates the functionality of Learning Management Systems (LMS) and then suggests easy-to-use digital tools for building audio, video, and image content. The second part of the guide demonstrates how teacher educators can model course design and invite preservice teachers to build their confidence and skills to navigate similar, quickly changing teaching environments.
During COVID-19, the strength of relationships transcends any space and distance. In the absence of classrooms, desks, and smartboards, learning is expected to continue - rightfully so. Although laborious and new to many, learning can be accessible anywhere when blended with relationships and high expectations. This article captures the significance of high teacher expectations whether employed during in-person or online instruction. The first part of this article explains the relationship between student self-concept and self-efficacy then explores the theory of CARE for self-concept enhancement as a tool for teachers to support students in developing their self-images. The latter part of this article offers practical strategies for teachers to implement in their approach to online, distant learning.
By Dr. Brennan Davis, Columbia College
Over the past few weeks, the Coronavirus, or COVID-19, has changed the landscape of education across the globe. Mass school closures and the movement to remote teaching have sent parents, students and teachers into a state of confusion. This phenomenon has occurred at the college level as well. In South Carolina, public schools are closed, and colleges and universities have moved classes online indefinitely, sent students home, and left many professors and students with a lot of unanswered questions. We might not be able to predict exactly how long this unprecedented experience will last (or what will happen with graduation ceremonies, as so many students are asking), but we do have control over our individual responses to this event. We have the ability (and the obligation) to provide our students with compassion, consistency, and creativity as we all navigate online learning together.
Education Core, Winthrop University
The purpose of this article is to describe the procedures of concept mapping as an assessment tool in remote learning. First, the literature on the use of concept mapping is reviewed. Next, the preparation of the concept map for specific courses is outlined. Then, pretest and posttest steps are discussed. Finally, the article describes how instructors can use concept map assessment results to evaluate learning and reflect on future class adaptions.
By Melissa Martin, PhD, University of South Carolina, Aiken & Anna M. Brady, PhD, Erskine College
The purpose of this paper is to describe the Universal Design for Learning (UDL) framework as it applies to teaching online courses. Additionally, the authors provide strategies related to the three principles of UDL – Engagement, Representation, and Action/Expression. Integration of these principles into all courses, regardless of format, is critical as they help provide access to the content, tasks, and assessments to all learners.
This article was written for current (and future) public school elementary educators and teacher educators who endeavor to follow authentic distance learning practices during times of crisis and as P-20 schools evolve from traditional face-to-face to modified hybrid instruction.
To read the journal, click the drop-down menu from the Journal tab at the top of the page.
As of the May 1, 2020 board meeting, the TEJSC will now have a rolling submission process (see image for details).
Manuscripts accepted for the journal will appear live on the journal page. At the end of the issue's timeline, all articles will be converted to the traditional journal PDF format.
As of the fall 2019 issue, the TEJSC accepts 73% of articles submitted.