Unlearning and re-learning: exploring science teacher educators' experiences during the transition to emergency remote teaching in the COVID-19 Pandemic

Abstract

During the COVID-19 pandemic, lecturers were required to transition from traditional face-to-face teaching to emergency remote teaching (ERT), necessitating a process of unlearning and re-learning pedagogical practices. This study examines the experiences of science teacher educators as they navigated this transition, with a specific focus on the nature of their adaptation, the aspects of teaching they unlearned and relearned, and the mechanisms that facilitated this process. Given the fundamental differences between face-to-face and online teaching, this study is framed using the theoretical constructs of border crossing and figured worlds. The research involved five teacher educators from institutions primarily engaged in face-to-face instruction. Data were collected through written narratives and follow up interviews, and analysed using both narrative analysis and analysis of narratives approaches. The findings indicate that none of the participants experienced a smooth transition to ERT. Instead, their experiences were characterized as either hazardous or manageable, as they were compelled to unlearn and relearn various teaching practices, such as assessment strategies. Several key mechanisms facilitated this process, including critical reflection, collaborative engagement within professional communities, the utilisation of online resources, and student feedback. These findings provide valuable insights for teacher educators navigating similar crises and offer implications for fostering adaptability and resilience in times of educational disruption.