Pre-service science teachers' knowledge and skills backlog perpetuated by emergency remote teaching

Abstract

The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This study aimed to uncover the knowledge and skills backlogs experienced by pre-service teachers. The study is framed within various concepts that characterize an ideal science teacher. Using a qualitative case-study design, data were collected through interviews with nine pre-service teachers who were subjected to the ERT. Transcripts of the interviews were analyzed thematically using the established framework as a lens. The findings indicate that while the science pre-service teachers acquired some technological knowledge, there was a concurrent loss of sufficient content knowledge, a crucial prerequisite for the development of Pedagogical Content Knowledge (PCK). Additionally, the pre-service science teachers highlighted a lack of knowledge in practical work and the specific pedagogies essential for teaching science. The implications of these findings are discussed in the context of moving forward.