Digital instructional practices to promote pedagogical content knowledge during COVID-19

ABSTRACT

This report documents the adaptations made by three teacher educators in an early childhood teacher preparation programme in New York City when classes were transitioned to digital environments due to COVID-19. Through qualitative methods that included reflection, observation notes, and systematic discussion, four themes emerged of promising digital practices that model effective teaching and promote pedagogical content knowledge. These practices include the use of breakout groups, an interactive whiteboard, an interactive agenda, and community-building activities. The authors hope to support teacher educators globally by illustrating specific practices that facilitate student engagement and model pedagogical practices for pre-service teachers.

KEYWORDS:

• Teacher education
• digital instruction
• COVID-19 pandemic
• synchronous teaching
• pedagogical content knowledge

Disclosure statement

No potential conflict of interest was reported by the authors.