A PARADIGM SHIFT OF TEACHING LEARNING PEDAGOGY IN POST COVID-19: PERCEPTIONS OF PRE-SERVICE TEACHERS

Abstract

The years 2020 & 2021 were a tough time for the most sphere of the world due to COVID-19 pandemic. The education was one of most important area which severely impacted; from reopening of the schools to running online classes (Reid, 2020). Most of the institution were not equipped with technological resources to overcome the challenges of the online teaching and learning however, the teachers’ community has given a much effort to minimize the challenges at all level and adjust themselves with the new way of teaching learning pedagogy that reduce the minimum loss of education. By the use of technological knowledge and skills, teachers have given guidance to students in their learning and provide an implicative way of support of to their educational organization to overcome the challenges of pandemic. Teachers explored a lot of knowledge and skills of digital pedagogy and find out a new way of teaching learning strategies to adopt the online mode of instruction in covid-19 pandemic.

In pandemic of COVID-19, many technological tools/applications, social networking sites and online platforms/portal for digital teaching learning has been evolved and its make easy for teachers and learners in continuing the teaching learning process in such pandemic situation where everybody were locked in their houses. Teachers joined many webinars and training programs/workshop for learning a new domain of digital pedagogical processes based on digital, online, virtual and distance mode of teaching learning and try to improve their digital professional knowledge and skills. However, due to lack of infrastructures like digital appliances like laptop, tab, and mobile phones, internet facility and electricity in rural and remote areas, teachers were helpless and schools were continuously closed and learning of students were lagged behind during pandemic of COVID-19.

However, a recent circular by UGC envisaged that Higher Education Institutions should teach any courses by 40 percent online and as 60 percent offline learning. This concept also emphasised that adoption of digital pedagogy, which will be pave the way to increase student teacher interactions with improved learning outcome in flexible teaching learning environment.