Sustaining Teacher Education During COVID-19: Challenges with Remote Teaching and Learning Faced by Preservice Mathematics Teachers

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aut.relation.articlenumbersustainability-3218209
aut.relation.endpage9
aut.relation.issue21
aut.relation.journalSustainability
aut.relation.startpage1
aut.relation.volume16
dc.contributor.authorRabaza, Msebenzi
dc.contributor.authorEnu, Justice
dc.contributor.authorNgcobo, Zanele Annatoria
dc.contributor.authorJhagroo, Jyoti
dc.date.accessioned2024-10-31T02:45:13Z
dc.date.available2024-10-31T02:45:13Z
dc.date.issued2024-10-28
dc.description.abstractEducation institutions worldwide implemented remote teaching and learning to ensure the sustainability of their academic programmes and continuity of study. However, evidence from the literature revealed that remote teaching and learning posed challenges to teaching and learning. This study seeks to explore whether there is a relationship between remote teaching and learning and the challenges faced by preservice mathematics teachers when learning mathematics education during COVID-19. It focuses on remote teaching at four universities: two in South Africa, one in Ghana, and one in New Zealand. The study design followed a quantitative research approach, with 95 preservice mathematics teachers from the four universities randomly assigned to complete an online survey after signing informed consent forms. This study revealed two challenging factors facing preservice mathematics teachers during remote teaching and learning: data, and technological devices for learning. The findings revealed no significant difference (p < 0.000) between remote teaching and learning and the challenges faced by preservice mathematics teachers when learning during the COVID era. Therefore, the null hypothesis is rejected, since p < 0.05. This study concludes that a significant relationship exists between accessibility to technological devices for learning as a challenge to preservice teachers and remote teaching and learning during COVID-19. It is recommended that appropriate technological devices are provided to assist preservice teachers to study mathematics education, thus ensuring continuing access to quality education.
dc.identifier.citationSustainability, ISSN: 0968-0802 (Print); 1099-1719 (Online), Wiley, 16(21), 1-9. doi: 10.3390/su16219367
dc.identifier.doi10.3390/su16219367
dc.identifier.issn0968-0802
dc.identifier.issn1099-1719
dc.identifier.urihttp://hdl.handle.net/10292/18211
dc.publisherWiley
dc.relation.urihttps://www.mdpi.com/2071-1050/16/21/9367
dc.rights© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
dc.rights.accessrightsOpenAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEnvironmental Sciences
dc.titleSustaining Teacher Education During COVID-19: Challenges with Remote Teaching and Learning Faced by Preservice Mathematics Teachers
dc.typeJournal Article
pubs.elements-id572660
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