A Study on Strengths and Weaknesses of Online Curriculum Transaction by Teacher Educators of Colleges of Education
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| Title: | A Study on Strengths and Weaknesses of Online Curriculum Transaction by Teacher Educators of Colleges of Education |
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| Language: | English |
| Authors: | Sharath Kumar C. R., Praveena K. B. |
| Source: | Journal of Educational Technology. 2025 22(2):29-41. |
| Availability: | i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Educators, Teacher Attitudes, Electronic Learning, Technological Literacy, Readiness, Private Colleges, Foreign Countries |
| Geographic Terms: | India |
| ISSN: | 0973-0559 2230-7125 |
| Abstract: | The sudden transition to online education during the COVID-19 pandemic has significantly influenced how teacher educators in Colleges of Education deliver their curriculum. This study investigates the strengths and weaknesses experienced by teacher educators in conducting online curriculum transactions in Colleges of Education affiliated with the University of Mysore. The research aimed to evaluate educators' readiness, technological proficiency, and pedagogical adaptability in the digital learning environment. A descriptive survey method was adopted using a self-developed and validated SWOT Analysis Scale for Online Curriculum Transaction of Teacher Educators (SWOT-OCTTE). The instrument consisted of 64 items focused on strengths and weaknesses across 13 critical components. The tool was pilot tested and showed excellent internal consistency (Cronbach's alpha = 0.95). Data were collected from a stratified random sample of teacher educators from private colleges in the Mysore district. Results showed that 86% of respondents demonstrated key strengths in technological competency, institutional support, and professional ethics. However, 52% also reported critical weaknesses, especially in areas related to student engagement, online workload, and digital well-being. Independent samples t-tests and a one-way ANOVA indicated no statistically significant differences in strengths or weaknesses based on gender or academic stream. The findings highlight a dual trend: strong digital adaptation coexisting with pedagogical limitations. In this evolving educational context, teacher educators must develop both technological and instructional capabilities. The study points out that it requires targeted professional development, continuous digital training, and institutional strategies to bridge existing gaps. These insights contribute to enhancing the quality of teacher education and support policy-making in digital curriculum delivery. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://www.imanagerpublications.com/article/22218/ |
| Accession Number: | EJ1485669 |
| Database: | ERIC |
| Abstract: | The sudden transition to online education during the COVID-19 pandemic has significantly influenced how teacher educators in Colleges of Education deliver their curriculum. This study investigates the strengths and weaknesses experienced by teacher educators in conducting online curriculum transactions in Colleges of Education affiliated with the University of Mysore. The research aimed to evaluate educators' readiness, technological proficiency, and pedagogical adaptability in the digital learning environment. A descriptive survey method was adopted using a self-developed and validated SWOT Analysis Scale for Online Curriculum Transaction of Teacher Educators (SWOT-OCTTE). The instrument consisted of 64 items focused on strengths and weaknesses across 13 critical components. The tool was pilot tested and showed excellent internal consistency (Cronbach's alpha = 0.95). Data were collected from a stratified random sample of teacher educators from private colleges in the Mysore district. Results showed that 86% of respondents demonstrated key strengths in technological competency, institutional support, and professional ethics. However, 52% also reported critical weaknesses, especially in areas related to student engagement, online workload, and digital well-being. Independent samples t-tests and a one-way ANOVA indicated no statistically significant differences in strengths or weaknesses based on gender or academic stream. The findings highlight a dual trend: strong digital adaptation coexisting with pedagogical limitations. In this evolving educational context, teacher educators must develop both technological and instructional capabilities. The study points out that it requires targeted professional development, continuous digital training, and institutional strategies to bridge existing gaps. These insights contribute to enhancing the quality of teacher education and support policy-making in digital curriculum delivery. |
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| ISSN: | 0973-0559 2230-7125 |
