Abstract:

In the last six years, we have designed an innovative model for academic, pedagogical instruction of students studying to become a teacher in special education. The model aims to prepare students for teaching in a changing age. Today the teacher role is characterized by the ability to support, evaluate, and develop environments for active learning and to use educational technologies.

The model is based on five principles:
1. Emphasis on using new technologies for teaching and learning
2. Promotion of personal learning, independence, and building a personal information space
3. Co-teaching and Guidance
4. Multi-perspective integration and teamwork of school professionals
5. Collaboration between academy and school.

The model is designed to allow the student self-development and learning in the school environment while engaging in academic social-emotional discourse. The student builds a personal schedule and chooses his practical experiences from various school activities (e.g., pre-medical and emotional therapies, teaching in small groups and classes). The pedagogical instructors summon the students in the academic course: multidisciplinary and emotional discourse and self-reflection analysis using videos.

This study examined how teachers who participated as students in the innovative model for teacher training perceive its contribution. The study examined three main questions:
1. how teachers perceive the innovative model's contribution to their early years of teaching.
2. To their ability to deal with distance teaching
3. To their ability to deal with the uncertainty in schools at the Covid19 crises.

31 teachers who graduated with the innovative model in the last five years answered a short questionnaire. The questionnaire included three multi-choice Likert scale questions and two open questions.

It was found that most teachers felt that the practical experience in the innovative model prepared them properly (good or very good) for the first years of teaching (89%). The same rate felt the model prepared them to distance teaching and learning (89%). Moreover, 74% of teachers answered that the model prepared them (good or very good) to deal with uncertainty.

In analyzing the content of the open questions, two categories were found as promoting the teacher good preparation:
(1) Integrating digital environments as a basis for good online teaching: "I used the knowledge I gained in technology to create learning materials for children", "Using technology continuously", "The model gives the teacher experience in e-learning that is relevant to emergencies, such as these days".
(2) Independence and personal responsibility as a pillar that helps to deal with uncertainty: "I was responsible for myself", "If I do not do it, it will not happen", "the video assignment promoted my responsibility for thinking and investigating in-depth.". they also explain how the model prompt independence: "the model allows the freedom to choose [which] raises self-confidence. It gives me the feeling that I am being trusted to make decisions.".

To summarize, we propose expanding the use of the innovative model principals in teacher training to enhance future teachers' ability to deal with distance learning and uncertainty. Therefore, we offer integrating into teacher education pedagogical instruction, techno-pedagogical discourse, and enhancing students' autonomy and independence.

Keywords:

Pedagogical instruction, uncertainty.