Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic

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Special Issue Editorial: Preservice and Inservice Professional Development During the COVID-19 Pandemic

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Jl. of Technology and Teacher Education (2020) 28(2), 137-147
Special Issue Editorial:
Preservice and Inservice Professional Development
During the COVID-19 Pandemic
RICHARD HARTSHORNE
University of Central Florida, USA
Richard.Hartshorne@ucf.edu
EMILY BAUMGARTNER
Ohio Northern University, USA
baumgartner.emilye@gmail.com
REGINA KAPLAN-RAKOWSKI
University of North Texas, USA
Regina.Kaplanrakowski@unt.edu
CHRYSTALLA MOUZA
University of Delaware, USA
cmouza@udel.edu
RICHARD E. FERDIG
Kent State University, USA
rferdig@gmail.com
INTRODUCTION
The global COVID-19 pandemic has changed our lives in countless
ways. This has included the move to emergency remote learning for PreK-
12 and post-secondary education around the world. While school districts
and post-secondary education institutions originally anticipated relatively
brief closures, the impact of COVID-19 resulted in extensive periods of
emergency remote teaching and learning. Many K-12 school districts and
institutions of higher education had to teach online for almost all of the

138 Hartshorne, Baumgartner, Kaplan-Rakowski, Mouza, and Ferdig
spring semester (2020); they have also added contingency plans for future
remote instruction in the summer and for the 2020-2021 academic year. As
we move beyond the survival phase of remote teaching and learning, it is
critical now to transition to a thriving phase of remote teaching, learning,
and teacher education.
While remote instruction is not new (U.S. Department of Education,
1996), and researchers have argued for years that teachers and teacher edu-
cators (TEs) should have been preparing for online and blended instruction
(Ferdig & Kennedy, 2014), these calls have been mostly unheeded (Ken-
nedy & Ferdig, 2018). Now, many teachers and TEs find themselves unpre-
pared for the challenges they face (Hodges et al., 2020). These challenges
include, but are not limited to creating content for online spaces, learning
new delivery tools, understanding online pedagogy, engaging parents, ad-
dressing student mental health issues, and attempting various pedagogi-
cal strategies to address both synchronous and asynchronous teaching and
learning. The good news is that many TEs have created professional devel-
opment (PD) for teachers and many also successfully and quickly revised
their courses to support online instruction for preservice teachers (PSTs).
This special issue (SI) highlights numerous and varied efforts by TEs, re-
searchers and practitioners across the globe as they rapidly responded to
remote teaching and learning. Given the focus of this journal, these efforts
are at the intersection of technology and teacher education for both the pre-
service teacher education and in-service teacher PD.
THE PROCESS
There will be tremendous value in research published after the pandem-
ic that looks back to find out what worked, what did not work, and what
could be learned to improve current and future practice. At that point in
time, the Journal of Technology and Teacher Education (JTATE; http://site.
aace.org/pubs/jtate) will join other journals in such historical examinations.
The major drawback with a retrospective approach, however, is that articles
published in the next 12-24 months will not help TEs and in-service teacher
(IST) professional developers attempting to create and implement online
learning now. We need articles and best practice briefs that impact the field
this summer and this coming academic year as we plan for continued online
instruction. That was the purpose in originating this SI.
Upon conclusion of the SITE--Society for Information Technology
and Teacher Education’s 2020 Annual International Conference (http://

Special Issue Editorial 139
site.aace.org/conf) a call for papers was distributed for a fast-tracked SI of
JTATE. While the SI would include peer-reviewed, research-focused manu-
scripts, it differed from typical JTATE SIs in a number of ways. First, the
turnaround time from the date of the call and the deadline for submission
was significantly abbreviated from several months to approximately three
weeks. Second, the length and format of the manuscripts were significantly
shorter than the typical 6000-8000 word JTATE papers. We followed a med-
ical journal, short-paper style approach, whereby the authors had approxi-
mately 1,000 words to describe what they had done and its potential impact
on other TEs. The purpose of this approach was three-fold: 1) to facilitate
quick review and publication; 2) to provide easy-to-read and ready-to-ap-
ply best practices and resources to support teachers, students, parents, and
TEs around the world with emergency remote teaching and learning; and
3) to afford space to allow editors greater impact by publishing consider-
ably more articles than in a normal JTATE issue. This last point was critical
because we knew that many of the papers would not have had time to com-
plete significant empirical research; rather, this was viewed as a larger col-
lection of works-in-progress that might lead to promising results.
To further support rapid review of manuscripts, authors were provided
with a set of strict guidelines. These included a manuscript length of 500-
1000 words, inclusion of strategies and/or open-access products to be used
by others, and a standard writing format (rationale, process, early results/
outcomes, implications/replication, and future research). At least three
members of the editorial review board quickly—but rigorously—reviewed
these articles to ensure they were: 1) situated in the literature and based on
a sound theoretical basis; 2) empirical or quasi-empirical in nature, high-
lighting work people have been doing in the face of COVID-19 with early
evidence of their success; 3) innovative in terms of teaching and learning
strategies; and 4) complete with a variety of accessible resources. Editors
also reviewed the papers to ensure enough text was provided to enable read-
ers to replicate the processes or use the tools described in the work in or-
der to improve in-service or preservice teacher development. With that said,
the occasional theoretical piece was accepted, but this was done only if the
piece impacted practice and/or drew on existing resources. In the end, there
was an overwhelming response to the call, with 266 submissions. Of those,
33 were selected for publication (acceptance rate 12.41%).

140 Hartshorne, Baumgartner, Kaplan-Rakowski, Mouza, and Ferdig
WHAT WE LEARNED
While there was a broad array of areas of focus for the submissions,
we were able to categorize articles into five key themes:
1. Building Communities
2. Online Professional Development/Coaching
3. Simulated/Online Teaching Experiences for Preservice Teachers
4. Digital Tools
5. Equity Issues
Theme 1: Building Communities
Research has provided evidence of the need to establish rich, diverse,
and supportive communities in K-12 teaching and learning settings (Na-
tional Research Council, 2000). The first four articles in the special issue
address best practices and resources for building innovative and supportive
communities to address teaching and learning issues during COVID-19 and
emergency remote instruction. In each of these articles, the lessons learned
were framed in the idea of community-development and its role in the
teacher education and PD processes.
There are a number of key takeaways from these articles. First, we
learned that targeted hashtags (e.g., #RemoteTeaching, #RemoteLearning)
can be leveraged to provide teachers with just-in-time spaces to address the
myriad of unique and constantly evolving issues that have resulted from
teaching in the time of COVID-19 (Trust, Carpenter, Krutka, & Kimmons).
We also learned that PD that builds on the Academic Communities of En-
gagement (ACE) framework can be useful in providing affective, behavior-
al, and cognitive support for teachers, students, administrators, counselors,
and parents in remote teaching and learning environments (Borup, Jensen,
Archambault, & Graham).
Next, while we know that issues-based learning can be an effective
approach for exploring societal issues, we learned that using issues-based
collaborative curriculum design is an effective PD approach for addressing
the dearth in instructional materials for teaching about COVID-19 (Sadler,
Fiedrichsen, Zangori, & Ke). Lastly, through the use of an online STEM
fair, we learned that PSTs need more preparation for teaching in online or
blended environments and more time to consider the complexity of online
and remote teaching (Evagorou & Nisiforou).

Special Issue Editorial 141
Theme 2: Online Professional Development/Coaching
The movement towards online course delivery in teacher education has
gained increased momentum in recent years (Karchmer-Klein & Pytash,
2020). Yet neither TEs nor teachers typically receive systematic support or
instruction on how to design high-quality, interactive online learning experi-
ences (Archambault et al., 2016). As a result, the shift to remote teaching
necessitated new models of teacher PD and support, including support for
TEs themselves. Given constraints imposed by COVID-19, a number of on-
line PD programs emerged to help address teacher needs. Online PD has the
potential to support teacher learning by providing time and space for both
synchronous and asynchronous interactions, offering opportunities to reflect
on issues of practice either individually or in collaboration with colleagues
(National Research Council, 2007). Coupled with virtual coaching, online
PD can also provide a customized learning experience that directly supports
teachers’ pedagogical practice (Affinito, 2018). This SI includes eleven ar-
ticles addressing innovative approaches to online PD and coaching.
These articles explored the transition of teacher education and PD to
diverse settings, and a number of key findings emerged. These include: 1)
there is a lack of preparation, training, and support the participants had for
designing quality instruction with technology, which has created both addi-
tional stressors and barriers to effective remote teaching (Trust & Whalen);
2) teachers need to be provided with opportunities to develop and partici-
pate in online and blended teaching and learning opportunities (Christensen
& Alexander; Gudmundsdottir & Hathaway); 3) there is a need for un-struc-
tured, socially-connected, learner-centered, and multi-modal teacher prepa-
ration and PD (Prestridge & Cox); 4) Folk pedagogies, the grounded knowl-
edge of teachers and learners, is an effective approach for TEs who deploy
video conferencing technologies, with a focus on a ‘Do’, ‘Know’, ‘Think’,
and ‘Manage’ approach (Henriksen, Creely, & Henderson); 5) self-directed,
un-structured PD communities which provide pedagogical resources and
opportunities for teachers to connect are useful for supporting teachers that
are new to remote teaching and learning (Safi, Wenzel, & Trimble Spalding;
Trikilis & Papanastasiou); 6) virtual coaching, or providing expert guidance
with PSTs, is useful in providing refinement, analysis, and continual devel-
opment and improvement of pedagogical skills for remote teaching (Keefe);
7) as teachers sought their own support and resources to prepare for remote
teaching, video was a preferred format, and search terms focused on specific
online instructional practices (Cavanaugh & DeWeese); and 8) promoting
inquiry in the remote classroom is an effective approach for TEs, and this

142 Hartshorne, Baumgartner, Kaplan-Rakowski, Mouza, and Ferdig
can be done effectively through scaffolding approaches and providing ongo-
ing support (Geiger & Dawson; Manfra, Lee, & Grant).
Theme 3: Simulated/Online Teaching Experiences for Preservice Teachers
With the rapid transition to online learning, PSTs were suddenly unable
to complete their teaching experiences at schools (e.g., internships, field ex-
periences, and practicum assignments). Field experience is critical for PSTs;
it has been argued that it is the most important component of development
(Edwards & Briers, 2002). Without having the face-to-face experience, ed-
ucation programs had to adapt utilizing existing technologies. Fortunately,
TEs were able to adapt utilizing simulations, 360-degree video, and sever-
al other innovations to ensure fieldwork could still be completed success-
fully. These technologies have been implemented online to ensure PSTs are
still getting the imperative fieldwork experience without having to be in the
field. There were eight articles that addressed this theme.
In these eight articles, several unique lessons emerged. First, scenario-
based simulated PD environments are effective in facilitating deep reflec-
tion about individual teaching practices by increasing the visibility of the
instructional decision-making process to both the TE (for feedback), and the
PST (for development) (Sullivan, Hillaire, Larke, & Reich). Additionally,
virtual reality simulations can serve as mechanisms to support PST develop-
ment of pedagogical skills and improved confidence, as well as assessment
of a diverse collection of PST competencies during remote practicum expe-
riences (Sasaki, et al.). Second, we learned that multi-perspective 360 video
is a relatively inexpensive approach that can provide PSTs with similar field
experiences as face-to-face, providing opportunities for student observation
and assessment from multiple perspectives, and serving as a viable field
experience alternative during the COVID-19 crisis, or future similar crises
(Zolfaghari, Austin, Kosko, & Ferdig). Third, providing structured virtual
student teaching and tutoring opportunities for PSTs can serve as a useful
option to traditional field-based experiences, resulting in extensive support
for students in high-needs contexts, professional growth opportunities for
the PSTs, and experience for TEs in unique and innovative methods of sup-
porting PSTs (Cirillo, LaRochelle, Arbaugh, & Bieda; Kier & Clark).
Fourth, as the need for promoting global solidarity increases in the
wake of COVID-19, video-based case studies, alongside self-reflection in-
struments (i.e., Teaching for Global Readiness Scale) can be effective in al-
lowing teachers to reflect on their pedagogical approaches related to global
learning (Kerkhoff). Fifth, a human-centered design approach in teacher ed-
ucation can be effective in establishing a collegial community among PSTs,

Special Issue Editorial 143
as well as supporting the development of teacher empathy, creative think-
ing, collaboration, and embracing ambiguity (Baran & AlZoubi). Lastly,
while the use of video conferencing can be engaging and beneficial for tod-
dlers and preschoolers during the COVID-19, it is important that TEs and
PSTs explore ways to maintain learner engagement throughout the video-
conferencing session, as well as methods of maintaining communication
with families regarding format and expectations (Szente). While there are
some overlapping contexts within some of these articles, they each provide
a unique examination of simulated or online teaching experiences for PSTs,
and extend the current discussion related to the use of innovative technolog-
ical applications and pedagogical approaches in supporting the development
of PSTs.
Theme 4: Digital Tools
When the pandemic hit and emergency remote instruction became the
new normal, digital tools allowed ISTs and PSTs to continue their educa-
tion. When used correctly and situated in a relevant context, digital tools can
facilitate the completion of even the most complex tasks (Jesson, McNaugh-
ton, Rosedale, Zhu, & Cockle, 2018). Digital tools foster active learning
and allow for collaboration in both synchronous and asynchronous formats.
Moreover, digital tools have the power to engage, for example, through
gamification, the creation of screencast learning content, or through immer-
sion into poetry writing. The SI features five articles addressing the theme
of digital tools.
The utilization of digital tools in unique and innovative ways to support
ISTs and PSTs were the primary focus of the articles in this section, and the
five articles provided us with a number of key lessons learned. First, while
there has been a clear focus on the use of synchronous video conferencing,
asynchronous video can be more effective for supporting student reflection,
establishing and maintaining connection with learners, providing feedback,
whole-class feedback, and interactions across time zones. Thus, it is impor-
tant to prepare ISTs and PSTs in decision-factors for determining whether
to use synchronous or asynchronous video in remote teaching and learning
(Lowenthal, Borup, West, & Archambault).
Second, screencasting is an easy-to-use method of disseminating asyn-
chronous content and can be useful in supporting PSTs’ motivation and
emotion during the COVID-19 crisis. Thus, screencasting-based activities
are important to embed in PST programs to reduce PST attrition and burn-
out, while increasing self-efficacy (Ranellucci & Bergey). Third, it is im-
portant to seek innovative ways of supporting IST PD. Digital poetry has

144 Hartshorne, Baumgartner, Kaplan-Rakowski, Mouza, and Ferdig
shown promise as one such approach, as it affords ISTs with engaging ex-
ploration, creativity, and composition opportunities with digital tools, re-
sulting in a more comprehensive understanding of the composition process
(Hassler, Pytash, & Ferdig). Lastly, digital escape rooms, which have been
receiving increased attention in eLearning, can serve as a useful approach
to teaching PSTs about integrating gamification concepts in the classroom
(Neumann, Alvarado-Albertorio, & Ramirez-Salgado). Additionally, creat-
ing a digital escape room is a useful and unique approach to provide inex-
perienced educators, such as alternate certification teachers and PSTs with
PD related to problem-based learning, particularly in remote teaching and
learning scenarios (Gomez).
Theme 5: Equity Issues
Equity of access to technology and teacher PD (or the lack thereof)
has been a concern for decades (Van Dijk, 2006). The abrupt transition to
remote teaching and learning caused by the COVID-19 pandemic has am-
plified concerns about the digital divide (Pew Research Center, 2020). It
helped raise awareness of the gaps in student success that may be exacerbat-
ed by socio-economic inequities. While online learning may be convenient
for some students, others risk being left behind if issues related to access
and online course design are not consciously addressed. This SI includes a
selection of five articles that address the theme of inequities with regard to
technology access, accessible design, and mental health in the era of CO-
VID-19 online education.
In these five articles, we learned a number of key lessons. First, social
isolation and other consequences of COVID-19 can negatively influence
emotional and mental health of both teachers and students (Kalir, Cantrill,
Dean, & Dillon; Roman). Additionally, as education transitions from face-
to-face to remote settings, many support services for accessibility issues
are either unavailable, difficult to obtain, or reduced in capacity (Smith &
Colton). As a result, it is important for educators to pay close attention to
digital and other equity issues (Hall, Roman, Jovel-Arias, & Young; Kalir,
Cantrill, Dean, & Dillon), emotional and mental health issues (Roman),
and accessibility issues (Smith & Colton). It is also critical for educators
to inform solutions to resolving equity, accessibility, and emotional/mental
health issues. ISTs and PSTs, though, are often unaware of such inequities
(Hall, Roman, Jovel-Arias, & Young). Thus, it is important that IS PD and
PS teacher education facilitates a comprehensive understanding of these is-
sues, as well as approaches to address them. This can be facilitated effec-

Special Issue Editorial 145
tively through self-reflection exercises (digital inequities, emotional/mental
health) or through the development of educational resources or support ma-
terials (accessibility) (Hall, Roman, Jovel-Arias, & Young; Kalir, Cantrill,
Dean, & Dillon; Roman; Smith & Colton).
Lastly, in the move to remote teaching and learning, a homework gap
has emerged among students. Consequently, IST PD should extend beyond
creating student resources, content delivery, and pedagogical approaches,
and should also address communication strategies between schools, teach-
ers, students, and parents (Clausen, Bunte, & Robertson). As with the previ-
ous sections, there is a great deal of interconnectedness between the articles
in this section, with each highlighting new issues resulting from the COV-
ID-19 pandemic, and many providing evidence-based solutions to varying
aspects of these issues, and others serving as calls for TEs to provide re-
newed attention to these important issues.
SHARING OTHER PROJECTS AND STORIES
The response to the call for papers was overwhelming. Within 3 short
weeks, 266 papers were submitted. Not every paper met the requirement
for publication in a rigorous, peer-reviewed journal. However, almost every
single paper shared stories, tools, and implications that might help others.
These were stories written by TEs, ISTs, PSTs, administrators, and even
parents. They were written by authors around the globe. Even if we accept-
ed a larger than usual number of papers for the special issue (in this case,
33), we were facing the fact that up to 233 important stories might not get
told in a widely-accessible public domain.
We are pleased to announce that we have partnered with the Asso-
ciation for the Advancement of Computing in Education (AACE) (http://
aace.org) to publish an open-access book titled, “Teaching, Technology,
and Teacher Education During the COVID-19 Pandemic: Stories from the
Field” (Ferdig, Baumgartner, Hartshorne, Kaplan-Rakowski, & Mouza,
2020). The book contains more than 125 research and practice stories that
we were not able to share in this SI. We want to thank the authors of the
SI as well as the authors of the edited book for being willing to share their
work.

146 Hartshorne, Baumgartner, Kaplan-Rakowski, Mouza, and Ferdig
CONCLUSION
Due to the recency of the impacts of COVID-19 on K-12 schools and
colleges of education around the globe, many educators working with in-
service and pre-service teachers are struggling to plan for blended and on-
line instruction this summer and beyond. We encourage researchers, prac-
titioners, and authors to use this SI as a roadmap for both further research
exploration and practical application. In conclusion, we would like to thank
our international advisory board and editorial review board, as well as nu-
merous ad hoc reviewers for this SI for their extensive, critical, and con-
structive reviews. Additionally, we would like to thank AACE for their will-
ingness to publish these important research pieces rapidly in an attempt to
help others.
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