Index^∗

Citation (2023), "Index ∗ ", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Teacher Education in the Wake of Covid-19 (Advances in Research on Teaching, Vol. 41), Emerald Publishing Limited, Leeds, pp. 233-243. https://doi.org/10.1108/S1479-368720230000041027 Publisher: Emerald Publishing Limited Copyright © 2023 Cheryl J. Craig, Juanjo Mena and Ruth G. Kane. Published under exclusive licence by Emerald Publishing Limited ∗Acknowledgements: Thanks to DaJuana Fontenot, Daniela Hotolean, Wendy Moran and Xiao Han for creating the Index. INDEX Agency, 101, 103–104, 110, 113, 118 students, 112–113 teacher educator, 110–111 teacher educators digital, 111–112 Allender, Donna, 48 American Education Research Association (AERA), 18, 39–40 Antalya, Turkey, 17 Apelgren, Britt-Marie, 32 Applications/Apps, 19–20, 101, 109, 206, 227 Approaches, 26, 90, 93, 121, 128, 134, 136–137, 163, 186 Argentina, 56 Asian countries, 163 Assessment, 135 adapting assessment practices to remote online teaching and learning, 137 integrating assessment with teaching and learning, 135–137 for learning, 135–136, 139, 141 as learning, 136 of learning, 141–142 methods, 135 questions about learning assessment raised by pandemic, 135 reflection on assessment, 146–147 research method, 138 results, 139–147 theoretical framework, 135–137 Asynchronous, 90–91 modes, 119 teaching, 127 tools, 128 Australia, 4–5, 51, 56, 71–72 Australian Catholic University (ACU), 51 Austria, 4–5 Automated Engineering Learning Factory project, 185 Autonomy, 69, 78, 101–102, 141, 146, 206, 208, 214, 224 Bailey, Michael, 51 Barad, Karen, 219 theory of intraactivity, 222 Begleitforschungsseminar, 179 Beijaard, Douwe, 51, 59 Belgium, 4–5 Ben-Peretz, Miriam, 25, 39–41 Berlin Wall, 43–44 Berliner, David C., 4–5 Biennial conferences, 7–12 Bildungsstandards, 177 Blended learning, 90, 108, 150, 155, 202 Bohané (Urban Special Education Teacher), 225–226 Bologna system, 199–200 Bordeaux, France, 18 Bourgeoisie, 194 Brain Drain phenomenon, 196 Brazil, 4–5, 56 Bring Your Own Device (BYOD), 217–218 Broadband, 125 Broeckmans, Jan, 43 Bromme, Rainer, 4–5 Brown, Alan, 4, 23, 25, 27 Budgeting process, 12 Bulgaria, 43–44 Bundesverband Informationswirtschaft, Telekommunikation und neue Medien (Bitkom), 180 Burnard, Pamela, 32 Business Project, 43–44 Butcher, Peter Jude, 51 Butt, Richard, 27 Canada, 4–5, 56, 139 Care, enactment of, 90–91 CAT course, 205, 210–211 Center for Learning Research (CLR), 9–10 Center for Postgraduate and Professional Education and Training (CIPPET), 63–64 Changes in assessment, 138, 143, 146 Children’s learning process, 168 Chile, 56 China, 56 Chris Clark, 59 CIRP, 184 Cisco Webex, 108 Clandinin, Jean, 25, 27, 40, 59–60, 219 Clark, Chris, 4–5, 23, 25–27, 36–37 Clark, Christopher M., 4–5, 35 Classroom observation, 135 Coding, 85, 103–104, 138 Cognitive development, 122 Collaboration, 7, 12, 15, 18, 36, 40, 76, 78–79, 221 Collegial friendships, 20 Community building, 87 Competence, 184 development, 179, 184–185 orientation, 177 during pandemic, 120–121 Computer-assisted teaching (CAT), 199–201, 204–206, 209–211, 215 Computers, 107–108 Conceptual framework, 100–103 Concerns for students’ well-being, 90, 94 Conferences, 64 Connection, 155 Connelly, F. Michael, 39 Connelly, Michael, 39–40 Content knowledge, 136 Corte, Erik De, 4 COVID-19, 82, 87, 169 crisis, 75, 100, 160 lockdowns, 105, 107–108 pandemic, 78, 95, 118, 121, 171, 217–218 universality of challenge of covid emergency, 92–93 virus, 100 Craig, Cheryl, 47–48, 55, 71–72 Creative teaching field, 171 findings, 165–169 methodology, 164–165 about technology, 160–164 Creativity, 156, 167 Cultural transformation, 161 Culture of convergence, 161 Cyberbullying, 155 Cyprus, 139 Czech, 43–44 Czech Republic, 56 Data, 76–79 adapting to changing, 76–79 coding, 85 collection process, 85–86 Day, Chris, 25, 59–60 Denicolo, Pam, 4, 24–25, 31–32, 63 Denmark, 18 Desktop, 217–218 Developing themes, 103 Dewey, John, 163, 223 Differentiation, 177 Diffraction, 222 Diffractive processes role in locating entanglement, 222–223 DIGI_EDU21 project, 211–212 Digital age, 199 limitations, 215 research methodology, 204–205 Romania, 194 setting context, 195–198 technology in training and professional development of teachers, 199–204 understanding significance of collected information, 205–213 Digital agency (DA), 102, 112 Digital didactics, 147 Digital Economy and Society Index (DESI), 198 Digital equity, 101, 114 Digital inequality, 129 Digital Information and Communication Technologies (DICTs), 160–161 Digital learning, 218 Digital metamorphose, 167 Digital technologies (see also Teaching technologies), 164 access to technological infrastructure, 220 agency as relational phenomenon, 221–222 conceptual framing, 221–223 diffractive processes’ role in locating entanglement, 222–223 digital technologies as multiple overlapping relational agencies, 224 directions for teacher education, 226–228 entangled agencies for using technologies, 224–228 entangled issues of access and preparation, 220–221 leveraging agencies for inclusion, 225–226 relationality and ongoing becoming through narrative, 223 review of literature, 219–221 Digital tools, 91, 100, 111–112, 121–122, 214, 225 Digital/online learning, 75, 88, 105, 218 Digitalization, 166, 176, 180 Distance learning, 94, 101, 139–140 Diversity, 8, 19, 56, 148, 208 Doctoral students, 18, 25, 36, 68 E-learning, 124 Early Education (EE), 199–200 Education, 176, 194 concern for future of, 90 technology and, 195–198 Education 4.0, 157, 187 German education in transition toward, 176 Education and Training (ET), 187 Educational inequity concerns, 88 Educational institutions, 119–120 Educational process, 119 Educational reform, 67–68 Educational standards, 177 Educator reflections, 147 Educators, 120–121, 126, 129–130, 140, 142–144, 149 confidence, 101–102 providing feedback to, 139–140 reflections on assessment, 146–147 workloads, 130 Educators practices, 129 impact of pandemic on, 119–121 Efforts in resilience, 91–92, 94 Eilam, Billie, 40 Eisne, Elliot, 39 Electricity, 107–108 Emotional labor, 79 Emotional skills, 120–121 Emotions, 82 common concerns of teacher educators, 93 concern for future of education, 90 concern for student well-being, 90 concerns related with issues of inequity, 88–89 efforts in resilience, 91–92 enactment of care, 90–91 explicit, 86 feelings of optimism, 89–90 feelings of sorrow, 89 findings, 85–92 identified, 86–88 implications, 95 implicit emotion, 86–88 methods, 84–85 in pandemic, 84 in teacher education, 83–84 teacher educator motivation, 94–95 themes of expressed, 88–92 universal emotional experience, 82–83 universality of challenge of Covid emergency, 92–93 Enactment of care, 90–91, 94 England, 4–5 English and Foreign Languages University (EFLU), 47 English for Academic Purposes (EAP), 55 English for Specific Purposes (ESP), 55 English Language Teaching (ELT), 47 Equity, 100–101, 104, 137 of access to online, 105–108 enhancement, 108–110 institutional equity enhancement, 108–109 teacher educators’ equity enhancement, 109–110 Estonia, 16, 18 Ethical compliance, 143 issues, 142–143 research, 56 European Commission report, 197–198 European Union (EU), 43–44, 213–214 Executive Committee, 6 Explicit emotion, 86 Face-to-face teaching, 123–124 Faculty of Applied Economics, 43–44 Fear Of Missing Out (FOMO), 24 Federal Republic of Germany, 4–5 Feedback process, 140 providing feedback to educators, 139–140 providing feedback to students, 140–141 Feelings of optimism, 89–90, 94 Feelings of sorrow, 89, 94 Financial inequity concerns, 88 Finland, 4–5 Fisher, 121–122 Flores, Maria, 11 Fontoura, Helena Amaral da, 156–157 Formative assessment, 135–136 Founders, 4, 7, 19–20, 31 Fourth Industrial Revolution, 156–157, 161, 180–181 Fox, Seymour, 39 Framework, 68, 163 Freire, Paulo, 163 Gamification, 161 Geopolitical boundaries, 4 German education in transition toward education 4.0, 176 Germany, 139 school system in, 177 vocational education system in, 177–178 vocational teacher education in, 179 Gilligan, Carol, 48 Gladwell, Malcom, 195 Google Classroom (online learning platforms), 106, 112 Governance model, 6 Grading system, changed, 144–145 Greece, 56 Guidance assessment, 147 Halkes, Rob, 4, 23, 25–27 Hallmark, 18, 37 Handal, Gunnar, 60 Haworth, Penny, 55–56 Higher education, 67–68, 135 Higher education institutions, 84, 108 Hong Kong, 4–5 Hood, Robin, 24 Hotolean, Daniela, 23 Hotolean, Danni, 23–24 Huber, Gunter, 4–5 Human emotions, 82–83 Hungary, 43–44 Hybrid education, 160 Iceland, 4–5, 56 Implicit Emotion, 86–88 Inclusion, leveraging agencies for, 225–226 Inclusive education, 177 India, 56 Individual educators, 141 Industrial advances, 180 Industrial revolution, 180–181 Industry 4.0, 157, 187 concept of, 180–181 disadvantages of, 187–188 integrating concept of industry 4.0 in vocational schools, 181–182 learning factories as integration from industry 4.0 in vocational schools, 183 students’ and teachers’ conceptions on, 182 Inequity, 79, 88, 218 concerns related with issues of, 88–89 Influencers, 161 Information and Communication Technology (ICT), 111, 119, 181–182 Innovation processes, 188 Innovative teacher education, 157 Institutional equity enhancement, 108–109 Institutional history, 7–8 Integration, 160 concept of industry 4.0 in vocational schools, 181–182 learning factories as integration from industry 4.0 in vocational schools, 183 Integrity, 143 Interactive process, 145 International Association of Learning Factories (IALF), 184 International communities, 51–52 International educators, 148–149 International Forum on Teacher Educator Development (InFo-TED), 17 International organization, ISATT as, 6–20 International reports, 135 International shift, 26–27 International Study Association on Teachers and Teaching (2013–2023) (ISATT), 4, 6, 17, 24–25, 39–40, 47–48, 51–52, 59, 64, 156–157, 162–163 awards, 12–15 biennial conferences, 7–12 business, 7–12 40th Anniversary Yearbook project, 77 governance, 6 with gratitude to ISATT founders, 25 as international organization, 6–20 members, 11–12, 18–19, 25, 164 National Representatives, 75, 78 networks, 64 publications, 19–20 regional conferences and symposia, 15–18 scholars contributed to ISATT, 27–28 shaping pattern and structure for growth, 4–6 ST2AR Award, 12 International Study Association on Teachers and Teaching Conference (1988), 35–36, 52, 59, 68 International teacher educators, 121 International Workshop on Higher Education Learning Methodologies and Technologies Online, 167 Internet connectivity, 107–108 Internet-based instructional materials, 219–220 Internship work, 144 Intimacy vs. growth, 6–7 Iran, 18 Isolation, 76, 84, 107–108 Israel, 4–5 Jackson, Philip, 4–5 Jerome, 48 Job “polarization”, 180–181 Jonas-Ahrend, Gabriela, 157 Kazan, Russia, 17 Kelchtermans, Geert, 59 Keynote, 4–5 Kompf, Michael, 4, 25, 27, 60, 64 Kultusministerkonferenz (KMK), 177 Labone, Elizabeth, 51 Laptops, 217–218 Learning assessment for, 139, 141–142 changed content or goals to be assessed, 143 changed form or processes of assessment, 144 changed grading system, 144–145 changes in assessment, 143–146 changes in students’ attitudes and feelings about assessment, 146 changes in teachers’ perceptions and feelings about assessment, 145–146 engage students in learning, 141 evaluating students against standards at end of semester or academic year, 141 fields, 178 industry, 184 integrating assessment with, 135–137 no change, 146 process, 119, 136–137, 203 providing feedback to educators, 139–140 providing feedback to students, 140–141 quality of assessment, 142–143 questions about learning assessment raised by pandemic, 135 theoretical framework to explore learning transformation during pandemic, 122 use assessment to inform teaching, 141–142 Learning factories, 185–186 definition and characteristics of, 184–185 as integration from industry 4.0 in vocational schools, 183 Leveraging agencies for inclusion, 225–226 Lewin’s model of change, 123–124 Li, Jing, 72 Limburg Business School, 43–44 Loughran, John, 59–60, 121 Lowyck, Joost, 4–5, 25–26, 43, 45 Lucian Blaga University of Sibiu (LBUS), 194–195 Lyon, France, 17 Machines, 217–218 Macrocycle, 178 Malaysia, 56 Mandatory isolation, 160 Manuscript, 20 Marcondes, Maria Ines, 16 Mary, Mount Saint, 51 Maslow, Abraham, 48 Medical internship, 144 Meijer, Paulien, 51, 55, 71–72 Members, 71–72 Mena, Juanjo, 11–12, 17–18 Meta (company), 161 Mexico, 4–5, 56 Microcycle, 178 Middle East, 56, 71–72 Ministry of Education and Research (MER), 197 Mobile devices, 160 Monaco, 17 Morine-Dershimer, Greta, 51 MS Teams (online learning platforms), 106 Multinational, 19 Multiple overlapping relational agencies, digital technologies as, 224 Narrative inquiry, 223, 226 National Educational Technology Plan, 219–220 National Representatives, 75, 78 Negative emotions, 83, 92, 94 Netherlands, 4–5 Network, 7, 35–36 New normal, 147 New York City, 17 New Zealand, 55–56, 71–72 Newsletter, 19 Noddings, Nel, 48 Nottingham Castle, 60 Nottingham Conference (1988), 65 Olson, John, 4, 23, 25, 27 One-fits-all solution, 156 Online, equity of access to, 105–108 Online assessment, 142 Online documents, 219–220 Online education, 118 Online learning, 105, 107–108 platforms, 106 students’ participation in, 106–107 Online session students, 113 Online teaching, 201–202 and learning, 118, 123 and learning practices, 118 teacher educators’ lack of preparedness for, 107–108 Ontario Institute for Studies in Education (OISE), 31 Organization for Economic Cooperation and Development (OECD), 100–101, 114, 195 Orland-Barak, Lily, 36 Outreach Coordinator, 6–7, 18 Outstanding Article Award, 12 Outstanding Book Award, 12 Outstanding Dissertation Award, 12 Outstanding TTTP Article Award, 12 Paderborn, learning factory in, 185–186 Pakistan, 71–72 Pandemic, 78, 95, 118, 121, 171, 217–218 agency, 101, 103, 110, 113 conceptual framework, 100–103 data resources and analyses, 103–104 emotions in, 84 equity, 100–101 equity enhancement, 108–110 equity of access to online, 105–108 findings, 104–113 methodology and methods, 103–104 pandemic-forced isolation, 161 participants, 103 questions about learning assessment raised by, 135 students’ participation in online learning less than expected, 106–107 teacher educators’ lack of preparedness for online teaching, 107–108 Pandemic pedagogy change in implementation, 125–128 findings, 123–128 methodology, 123 impact of pandemic on educators’ practices, 119–121 refreezing’ stage, 126–128 situation, 118 teacher qualities and competences during pandemic, 120–121 theoretical framework to explore teaching and learning transformation during pandemic, 122 unfreezing’ process, 123–128 Parreren, Van, 43, 45 Participants, adapting to changing, 76–79 Partnerships, 36 Pedagogical content knowledge, 136 Pedagogical practices, 161–162, 167–168 Pedagogy, 43, 118 Pedagogy for Primary and Preschool Education (PPPE), 199–200 Pedagogy of Informatics, 219 Perla, Loredana, 166 Personal computers, 160 Personal construct psychology (PCP), 64 Peterson, Penelope, 59 Phenomenological approach, 167 Pick-By-Light system, 186 Pimenta, Maria Alzira de Almeida, 156–157 Poland, 43–44 Policy/policies, 26–27, 219 Political instability, 19 Pope, Maureen, 23, 25–26, 33, 64–65 Portfolios, 135 Portugal, 4–5 Positive emotions, 83, 94 Postgraduate Certificate in the Education of Adults (PGCEA), 63 Postgraduate Development Program, 64 Požarnik, Barica Marentič, 67–69 Požarnik, Barikca Marentič, 67–68 Practical semester, 179 Prata-Linhares, Martha, 156–157, 168 Preservice teacher education, 177 Professional agency, 101 Professional development (PD), 19–20, 160, 200–201 Professional learning/communities, 200–201 Professional teacher education, 135 Publications, 19–20 Pugacewicz, Agnieszka, 168 Qualitative, 68, 79, 103, 182, 204 Quality of assessment, 142–143 ethical compliance and integrity, 143 ethical issues, 142–143 validity and reliability, 142 Ratnam, Tara, 76–77 method, 76–79 perspective, 75–76 Reflective writing, 135 Refreezing, 126–128 Regional conferences, 7, 15, 18 Regional representative, 15 Reid, William, 4 Relationality through narrative, 223 Reliability, 142 Remote education, 160 Remote learning, 100, 104–105, 134 Remote online teaching and learning, adapting assessment practices to, 137 Remote teaching, 124 strategies, 166, 169 technology proficiencies, 118 Renewal of education, 90 Republic, 43–44 Research adapting to changing research orientation, 76–79 method, 138 Resilience, efforts in, 91–92 Resources, 125 Rice, Mary, 168–169 Rogers, Carl, 48 Role-Model-Lectures, 185–186 Romania, 10, 194 Romania education, 194–195 Romanian educational system, 213–214 Romanian paradox, 197 Romanowsky, 167 Rural teachers, 224–228 Rust, Frances, 26 Šarić, Marjeta, 68–69 Saudi Arabia, 139 School system in Germany, 177 Schwab, Joseph J., 39 Science, Technology, Engineering, Art, Mathematics (STEAM), 187–188 Scientific Electronic Library Online–Regional Portal (SciELO–Regional Portal), 163 Scotland, 63 Second Industrial Revolution, The, 180–181 Self-Directed Learning, 141 Sen, Julu, 47 Service to Teachers and Teaching, the Academy, and Research (ST2AR), 11–12 Shulman, Lee, 4–5, 39 Simmons, Nicola, 32 SINELG Method, 212–213 Singapore, 139 Slovakia, 43–44 Slovenia, 139 Smartphones, 160 Social inequity concerns, 88 Social media platforms, 110 Social process, 122 Social skills, 120–121 Sociocultural, 78–79, 127–128 Socioeconomic, 56, 75, 107, 195 South Africa, 139 South America, 225 Spain, 4–5 Šteh, Barbara, 68–69 Students agency, 112–113 changes in students’ attitudes and feelings about assessment, 146 conceptions on industry 4.0, 182 concern for student well-being, 90 engage students in learning, 141 evaluating students against standards at end of semester or academic year, 141 learning experiences, 130 participation in online learning, 106–107 providing feedback to, 140–141 teachers, 102 of vocational schools, 178 Study process, 141 Summative assessment, 136 Supply chain, 19 Sweden, 4–5 Switzerland, 4–5 Symposia, 15–18 Synchronous online teaching approaches, 90–91 tools, 128 Tablets, 160 Teacher agency, 110–111, 115 Teacher education, 83–84 directions for, 226–228 emotion in, 83–84 research, 82 Teacher educators, 84, 88–89, 112–113, 130, 135 agency, 110–111 common concerns of, 93 emotions, 83 lack of preparedness for online teaching, 107–108 motivation, 94–95 motivations for agentic decisions, 110 Teacher Educators’ Digital Agency, 111–112 Teacher Educators’ Equity Enhancement, 109–110 Teacher shortages, 19 Teachers changes in teachers’ perceptions and feelings about assessment, 145–146 conceptions on industry 4.0, 182 emotions, 83–84, 95 identities, 223 learning, 212 preparation, 85–86 professionalism, 214 qualities during pandemic, 120–121 technology in training and professional development of, 199–204 Teachers and Teaching: Theory and Practice (TTTP), 6, 18, 59–60 Teachers’ training, 157 Teachers’ Training Department (TTD), 199 Teachers’ Training Program (TTP), 199–200 Teaching integrating assessment with, 135–137 and learning, 4, 64, 169, 204 process, 119, 136–137 theoretical framework to explore teaching transformation during pandemic, 122 use assessment to inform, 141–142 Teaching of English to Speakers of Other Languages (TESOL), 55 Teaching technologies (see also Digital technologies; Creative teaching), 176 concept of industry 4.0, 180–181 definition and characteristics of learning factories, 184–185 German education in transition toward education 4.0, 176 impulses for future, 188 industrial advances of twenty-first century, 180 integrating concept of industry 4.0 in vocational schools, 181–182 learning factories as integration from industry 4.0 in vocational schools, 183 school system in Germany, 177 students’ and teachers’ conceptions on industry 4.0, 182 from theory to practice, 185–186 vocational education system in Germany, 177–178 vocational teacher education in Germany, 179 TeachOn, 212 Technical, 56, 186 Technological resources, 107–108 Technology, 119–120, 125, 155, 160, 164, 177, 202 and education, 188, 195, 198 for learners and educators, 118 in training and professional development of teachers, 199–204 Temmen, Katrin, 157 Tenure, 18 Thailand, 56 Thematization approach, 166 Theoretical framework, 122, 135, 137 Third Industrial Revolution, 180–181 Tilburg Meeting, 4–6 Tillema, Harm, 51 Top-down approach, 123 Toronto, Canada, 18 Traditional teaching process, 119 Transformations, 119, 121 Tributes, 24–25 Turkey, 56 Twain, Mark, 47 Twenty-first century, industrial advances of, 180 Ukraine, 39 Uncertainty, 92 Uneasiness, 92 Unequal diffusion, 129 Unfreezing, 123–128 Union of International Associations (UIA), 17 United Kingdom, 56, 163 United Nations Educational, Scientific and Cultural Organization (UNESCO), 134, 162–163 United States, 4–5, 56, 163 Universal emotional experience, 82–83 Universality of challenge of covid emergency, 92–93 University-School Collaboration, 177 Urban, 105, 218, 225 Validity, 142 Verband Deutscher Maschinen-und Anlagenbau (VDMA), 180 Vernholz, Mats, 157 Virtual Learning Environments (VLE), 161 Virtual world platforms (VW platforms), 162 Vocational education and training (VET), 176 dual system of, 177 Vocational education system in Germany, 177–178 Vocational schools integrating concept of industry 4.0 in, 181–182 learning factories as integration from industry 4.0 in, 183 Vocational teacher education in Germany, 179 Vygotsky, 122 Wales, 18 Washington, D. C., 17 Web pages, 219–220 WhatsApp (Social media platforms), 109–110 Wi-Fi, 125 Working class, 194 World Bank, The, 134 Wubbels, Theo, 23, 26 Xie, 168–169 Yang, Xiaohong, 72 Yearbook tributes Alan Brown, 27 common threads across tributes, 24–25 with gratitude to ISATT founders, 25 many other ISATT scholars contributed to ISATT, 27–28 Rob Halkes, 26–27 Yendol-Hoppey, Diane, 15–16 Zentralverband Elektrotechnik-und Elektronikindustrie (ZVEI), 180 Zhong, Libo, 72 Zoom (online learning platforms), 106, 140 Book Chapters Prelims Section 1 History of ISATT A History of ISATT 2013–2023: to the Yearbook Section to to Christopher to to to to to to to to Barica to Section Educational of the Pandemic Teacher and of the International Educator and Equity and the International Pandemic the Covid-19 Pandemic in Higher Education in of and for Section 4 Technology in Education to of Technologies for Creative Teaching: in of Teaching Educational and Industrial the to Teacher in the Digital Teacher Digital Narrative Teaching and Teacher Education in the Wake of Covid-19 Index

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