“Covid-19 Shock” and Identified Benefits for Improved Pre-Service Chemistry Teacher Education

[1] Richmond G, Cho C, Gallagher HA, He Y, Petchauer E. The critical need for pause in the COVID-19 era. J Teach Educ. 2020;71(4):375-8. DOI: 10.1177/0022487120938888. Search in Google Scholar

[2] Dede C, Jass Ketelhut D, Whitehouse P, Breit L, McCloskey EMA. Research agenda for online teacher professional development. J Teach Educ. 2008;60(1):8-19. DOI: 10.1177/0022487108327554. Search in Google Scholar

[3] Ketelhut DJ, McCloskey E, Dede C, Breit L, Whitehouse P. Core tensions in the evolution of online teacher professional development. In: Dede C, editor. Online professional development for teachers: Emerging models and methods. Cambridge, MA: Harvard Education Press; 2006. pp. 237-63. ISBN: 9781891792748. DOI: 10.14507/ER.V0.735. Search in Google Scholar

[4] Hamilton ML, Pinnegar S. On the threshold of a new century trustworthiness, integrity, and self-study in teacher education. J Teach Educ. 2000;51(3):234-40. DOI: 10.1177/0022487100051003012. Search in Google Scholar

[5] Hamilton ML, Pinnegar S, Russell T, Loughran J, La Boskey V. Reconceptualising Teaching Practice: Self-study in Teacher Education. 1st ed. London: Falmer Press; 1998. 267 pp. ISBN: 750708697. Search in Google Scholar

[6] Bebell D, Russell M, O’Dwyer, L. Measuring teachers’ technology uses: Why multiplemeasures are more revealing. J Res Tech Educ. 2004;37(1):45-63. DOI: 10.1080/15391523.2004.10782425. Search in Google Scholar

[7] McIsaac MS, Gunawardena CN. Distance Education. In: Jonassen D, editor. Handbook of Research for Educational Communications and Technology: A Project of the Association for Educational Communications and Technology. New York, NY: Simon Schuster Macmillan; 1996. p. 403-37. ISBN: 9780028646633. Search in Google Scholar

[8] Keegan D. On defining distance education. Dist Educ. 1980;1(1):13-36. DOI: 10.1080/0158791800010102. Search in Google Scholar

[9] Carpenter JP, Rosenberg JM, Dousay TA, Romero-Hall E, Trust T, Kessler A, et al. What should teacher educators know about technology? Perspectives and self-assessments. Teach Teach Educ. 2018;95:103124. DOI: 10.1016/j.tate.2020.103124. Search in Google Scholar

[10] Instefjord EJ, Munthe E. Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teach Teach Educ. 2017;67:37-45. DOI: 10.1016/j.tate.2017.05.016. Search in Google Scholar

[11] Avidov-Ungar O, Forkosh-Baruch A. Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teach Teach Educ. 2018;73:183-91. DOI: 10.1016/j.tate.2018.03.017. Search in Google Scholar

[12] Lenkaitis XA. Teacher Candidate Reflection: Benefits of using a synchronous computer-mediated communication-based virtual exchange. Teach Teach Educ. 2020;92:9. DOI:10.1016/j.tate.2020.103041. Search in Google Scholar

[13] Bennett SK, Bennett DB, Brandwein PF. Lecture: Regarding the ecology of science education: Connections to environmental and distance education. J Sci Educ Technol. 2004;13(2):137-46. DOI: 10.1023/B:JOST.0000031254.77284.a4. Search in Google Scholar

[14] Gomez LM, Sherin MG, Griesdorn J, Finn LE. Creating social relationships. J Teach Educ. 2008;59(2):117-31. DOI: 10.1177/0022487107314001. Search in Google Scholar

[15] Otero V, Peressini D, Meymaris KA, Ford P, Garvin T, Harlow D, et al. Integrating technology into teacher education. J Teach Educ. 2005;56(1):8-23. DOI: 10.1177/0022487104272055. Search in Google Scholar

[16] Prokša M, Drozdíková A, Haláková Z. Learners uderstanding of chemical equilibrium at submicroscopic, macroscopic and symbolic levels. Chem Didact Ecol Metrol. 2018;23(1-2):97-111. DOI: 10.2478/cdem-2018-0006. Search in Google Scholar

[17] Major Š, Hubálovská M, Wacławek M. Using the Rapsberry Pi microcomputers in STEM education in technically oriented high schools. Chem Didact Ecol Metrol. 2021;26(1-2):73-88. DOI: 10.2478/cdem-2021-0006. Search in Google Scholar

[18] Tanik-Önal N, Önal N. Teaching science through distance education during the COVID-19 pandemic. Int J Educ Teach. 2020;7(4):1898-911. Available from: https://files.eric.ed.gov/fulltext/EJ1271081.pdf. Search in Google Scholar

[19] Verma, G, Campbell, T, Melville, W, Park, BY. Science teacher education in the times of the COVID-19 pandemic. J Sci Teacher Educat. 2020;31(5):483-90. DOI: 10.1080/1046560X.2020.1771514. Search in Google Scholar

[20] Pilkington LI, Hanif M. An account of strategies and innovations for teaching chemistry during the COVID‐19 pandemic. Biochem Mol Biol Educ. 2021;49(3),320-2. DOI: 10.1002/bmb.21511. Search in Google Scholar

[21] Caruana DJ, Salzmann CG, Sella A. Practical science at home in a pandemic world. Nat Chem. 2020;12:780-83. DOI: 10.1038/s41557-020-0543-z. Search in Google Scholar

[22] Kelley EW. LAB theory, HLAB pedagogy, and review of laboratory learning in chemistry during the COVID-19 pandemic. J Chem Educ. 2021;98(8):2496-517. DOI: 10.1021/acs.jchemed.1c00457. Search in Google Scholar

[23] Huang J. Successes and challenges: Online teaching and learning of chemistry in higher education in China in the time of COVID-19. J Chem Educ. 2020;97(9):2810-4. DOI: 10.1021/acs.jchemed.0c00671. Search in Google Scholar

[24] George-Williams S, Motion A, Pullen R, Rutledge PJ, Schmid S, Wilkinson S. Chemistry in the time of COVID-19: Reflections on a very unusual semester. J Chem Educ. 2020;97(9):2928-34. DOI: 10.1021/acs.jchemed.0c00796. Search in Google Scholar

[25] Shidiq AS, Permanasari A, Hernani, Hendayana S. Chemistry Teacher Responses to Learning in the COVID-19 Outbreak: Challenges and Opportunities to Create Innovative Lab-work Activities. J Phys: Conf Ser. Vol. 1806. Int Conf Math Sci Educat (ICMScE). 14-15 July 2020. Jawa Barat, Indonesia. 2021;1806. DOI: 10.1088/1742-6596/1806/1/012195. Search in Google Scholar

[26] Tomšik R, Rajčániová E, Ferenčíková P, Kopányiová A. Parents’ views on education during COVID-19 pandemic in Slovakia - comparison between the views of parents of children with special needs and parents of children without identified special needs. Ped Or. 2020;30(2):156-83. DOI: 10.5817/PedOr2020-2-156. Search in Google Scholar

[27] Branikovičová PL, Lášticová MB. Distance Education of Students from Socially Disadvantaged Background during the first Wave of Coronavirus Pandemic in Slovakia. In: Baránková M, editor. Proc 7th Conf: Community Psychology in Slovakia. 2020;7:25-38. ISBN: 9788022350341. Available from: https://fses.uniba.sk/fileadmin/fsev/uap/dokumenty/workshop/20_21/Proceedings_2020.pdf. Search in Google Scholar

[28] Kamenický M. Problems in Education during COVID-19 Pandemic. Ternopilskij oblastnij komunalnij institut pisladiplomnoj pedagogicnoj osvity. (Ternopil Regional Communal Institute of Postgraduate Pedagogical Education) 2021:195-99. Available from: http://elar.ippo.edu.te.ua:8080/bitstream/123456789/5712/1/%D0%97%D0%B1%D1%96%D1%80%D0%BD%D0%B8%D0%BA%20%D0%BC%D0%B0%D1%82%D0%B5%D1%80%D1%96%D0%B0%D0%BB%D1%96%D0%B2%20%D0%BA%D0%BE%D0%BD%D1%84%D0%B5%D1%80%D0%B5%D0%BD%D1%86%D1%96%D1%97%202021.pdf#page=195. Search in Google Scholar

[29] Tigaa RA, Sonawane SL. An international perspective: Teaching chemistry and engaging students during the COVID-19 pandemic. J Chem Educ. 2020;97(9):3318-21. DOI: 10.1021/acs.jchemed.0c00554. Search in Google Scholar