An Autoethnography of Transitioning Mathematics Content Courses for K-8 Preservice Teachers to Online Learning during COVID-19

Authors

Ha Nguyen, California State UniversityFollow
Tuyin An, Georgia Southern UniversityFollow
Heidi Eisenreich, Georgia Southern UniversityFollow
Eryn Michelle Maher, Georgia Southern UniversityFollow

Document Type

Article

Publication Date

2023

Abstract

The following autoethnography is completed by a group of mathematics teacher educators (MTEs) after transitioning their mathematics content courses for K-8 Preservice Teachers (PSTs) from face-to-face to online due to COVID-19 in Spring 2020. The MTEs present their perceptions of the shift to online teaching and learning by describing (a) how they typically teach their classes, (b) how they redesigned classes to support student learning when the pandemic started, (c) their PSTs' perceptions of which course components we effective (or not) in helping them adjust to the new online learning environment, and (d) next steps in teaching and research.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Nguyen, Ha; An, Tuyin; Eisenreich, Heidi; and Maher, Eryn Michelle (2023) "An Autoethnography of Transitioning Mathematics Content Courses for K-8 Preservice Teachers to Online Learning during COVID-19," Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators: Vol. 14: Iss. 1, Article 3.
DOI: 10.20429/gamte.2022.140103
Available at: https://digitalcommons.georgiasouthern.edu/gamte-proceedings/vol14/iss1/3