We now live in an uncertain world, with constant and rapid changes in the climatic, technological, geopolitical, socio-economic and medical landscape. Students today will need to develop adaptability and resilience in order to thrive in this dynamic landscape. By recognizing the challenges that humanity faces, we can seize the opportunities they present. Education has a responsibility to address present concerns while preparing students for unanticipated future concerns. This prompts us to reconsider how we think about education, teaching and learning. To meet these demands, teachers need to be equipped with new skills during their preparation Read More
In a recent study, Professor Ee Ling Low reviewed the educational challenges that emerged during the beginning of the COVID-19 pandemic. Interviews in her research project with pre-service teachers in Singapore provided insights on the difficulties they felt most acutely.
The vast majority of learners were affected by the pandemic. This was largely due to the closure of education institutions, which delayed or stopped opportunities to learn. In assessments, balancing the health of students and staff with academic rigour was also difficult.
Dropouts and negative emotions towards schooling increased, and many struggled with the transition to online learning. The standard home-school boundaries were also blurred, as teachers were required to take an active role in their students’ wellbeing. These issues particularly impacted students who were already disadvantaged and relied upon school for safety, nutrition, and wellbeing.
Professor Low found that these concerns were echoed in teacher interviews. As they were met with the new challenges of COVID-19, many teachers didn’t feel confident that they had the right knowledge, skills or equipment to deliver quality online learning. Some mentioned that they felt isolated and had problems finding a suitable work-life balance. The teachers also discussed reduced opportunities for professional development and struggles with implementing assessments. These problems were felt by teachers around the world.
These findings show that Singapore and education systems worldwide need to rethink teacher preparation, to enable teachers to deliver education, even in unpredictable times. For Professor Low, teacher preparation programs must instil adaptiveness and flexibility in teachers. It is important to ensure that pre-service teachers develop positive values and dispositions so that they can keep students motivated even when confronted with school closures and international instability.
Teacher education should better equip teachers with the technological proficiency to deliver seamless online learning. Furthermore, professional development must be accessible, even during times of crisis.
Our uncertain and volatile world means that teachers will continue to face unforeseen challenges. However, education systems can seize challenges as opportunities to reimagine teacher education. This will help to cultivate high-quality teachers who can meet the academic and emotional needs of their students, nurturing them into future-ready citizens who thrive and flourish in any future.
