Abstract
Abstract:
In the COVID-19 shift to online education, many teacher educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching. However, moving pedagogically from one medium to another is not always a smooth transition. The COVID-19 situation has forced urgent transitions, and without adequate opportunities to design for a new medium, some instructors have struggled. We propose that Bruner's concept of folk pedagogies is a useful theoretical position for understanding pedagogical change in this new environment. We highlight issues and offer possible approaches and implications for teacher educators who deploy video conferencing technologies, using a rejuvenated view on folk pedagogies. [ABSTRACT FROM AUTHOR]
