![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
When COVID-19 initially hit California, it seemed like all would be back to normal in a few weeks. Shortly thereafter, however, we were informed that classes would move to be 100% online. In this Brief, we will share how, on a rapid timeline, we modified for online learning a curriculum and instruction course geared toward elementary science teachers.
Conclusion
Anecdotal findings suggest that online resources can support pre-credentialed teachers in developing their skills in lesson scaffolding, pedagogical thinking about the learning process, and reducing science teaching anxiety. Teachers in our course also developed as online science teachers, capable of adapting resources to meet the needs of their future classrooms—thus preparing them to enter the teaching profession with curriculum in hand, better prepared for the variety of conditions and circumstances they will likely encounter.
Notes on contributors section
Sumer Seiki ([email protected]) is an associate professor affiliated with University of San Francisco in San Francisco, California.
Jolynn Asato ([email protected]) is a lecturer at San José State University in San José, California.
Additional information
Notes on contributors
Sumer Seiki
Sumer Seiki ([email protected]) is an associate professor affiliated with University of San Francisco in San Francisco, California.
Jolynn Asato
Jolynn Asato ([email protected]) is a lecturer at San José State University in San José, California.