Abstract
University instructors' technological-pedagogical knowledge receives much attention in the current professional discourse. This chapter introduces a case study based on a workshop series organised by the members of the language pedagogy department of a Hungarian university for the technological-pedagogical development of the instructors owing to COVID-19-triggered emergency remote teaching. Ten participants took part in the workshops and the study, including the two researcher-participants. Through semi-structured interviews, triangulated with field notes and personal communication, it was found that the members of the department welcomed the workshop series, especially because it was tailored to their needs. The first remote teaching period posed many challenges, but because of the workshops, the instructors felt more secure to experiment with online teaching possibilities and were able to teach higher quality lessons. Participants also reported that the workshop series resulted in feeling a sense of community and that its affordances broadened their technological-pedagogical repertoire.
TopBackground
In order to provide sufficient background to the research project and its outcomes, three key areas will be discussed: teachers and technology, teacher education amid COVID-19 and the role of continuous professional workshops in university education, with a special focus on teacher education.
Key Terms in this Chapter
Synchronous Online Teaching: A form of remote education in which the instructor(s) and students assemble for a video-based lesson, resembling traditional in-class instruction.
Techno-Pedagogical Repertoire: The array of online tools and methods that teachers use to facilitate the instruction of their subject(s).
ICT Inclusion: Using modern electronic devices in the classroom for pedagogical purposes.
Information and Communication Technology (ICT): An umbrella term for modern electronic devices used for creating, storing, and sharing data.
Techno-Anxiety: Anxiety caused by the use of electronic devices due to unfamiliarity or negative beliefs.
Continuous Professional Development (CPD): Activities in-service teachers participate in to develop their pedagogical skills.
CPD Circle: A group of in-service teachers organised in order to systematically develop their pedagogical skills.
Techno-Pedagogical Knowledge: To what extent an individual is capable of using modern electronic devices in the instruction of their subjects.
Asynchronous Online Teaching: A form of remote education in which students do not take part in a scheduled face-to-face lesson, therefore can do their tasks at their own pace.