Online Pedagogical Training during the COVID-19 Outbreak: Responses, Challenges, and Contributions

Abstract

The COVID-19 pandemic led to the widespread closure of educational systems, prompting a shift to online learning methods for instructors and students in higher education institutions. This study explores how pedagogical instructors supported accessibility to online pedagogical training during this crisis. This qualitative investigation employed a case study methodology, focusing on the high school training program at a multicultural college of education in Israel. Semi-structured interviews were conducted with six pedagogical instructors to explore their roles as educators, their oversight of pedagogical training, the implementation of didactic workshops and practical work, and their responses to the COVID-19 pandemic across technological, pedagogical, and emotional dimensions. Findings underscore the critical role of pedagogical instructors during the shift to remote learning. They facilitated communication using digital tools among pre-service teachers, coaching professors, and students, akin to conducting an orchestra with multiple participants. Amid widening educational, technical, and social disparities among students, pedagogical instructors and their pre-service teachers played a pivotal role in curriculum adaptation and crisis management within the school setting.

1. Introduction

The COVID-19 pandemic, spanning the past years, led to widespread closures of educational institutions globally, including those in Israel. This necessitated a rapid transition to online learning and teaching processes [1]. Social distancing measures aimed at virus containment further accelerated this shift, turning traditional teaching and learning into online learning within a short timeframe [2].

Pedagogical training plays a crucial role in guiding and supporting pre-service teachers in developing their professional identity and practices. Pedagogical instructors serve as mediators between classroom theory and practical experience, aiding pre-service teachers in acquiring necessary skills and fostering their professional and personal growth [3].

Given the complexity of pedagogical training and the crucial role of instructors, how can pedagogical instructors effectively carry out these multifaceted processes during online learning in the context of the COVID-19 pandemic crisis?

A central premise of the article is that online learning is going to be an important component of the education system both in times of emergency in short and unexpected periods and in a routine and continuous manner [2]. Therefore, it is worthwhile to shed light on the issue of pedagogical guidance from a research point of view.

2. Theoretical Background

2.1. The Pedagogical Training

Pedagogical training is defined in the professional literature as a continuous interpersonal process aimed at developing behavioral capabilities, leadership, and professional identity among pre-service teachers [3]. The primary goal of this training within various teacher preparation models is to equip pre-service teachers with the tools and skills necessary for effective performance in their teaching roles, leveraging their acquired knowledge [3]. This training significantly impacts the interaction between pre-service teachers and their students.

In Israel, as in other Western countries, substantial resources, both financial and human, are dedicated to enhancing the pedagogical training process in higher education institutions. Many researchers consider these training programs critical both before teachers enter the school system and during their initial employment [4,5]. The literature underscores the importance of initial training for new teachers, highlighting its role in improving personal and professional capabilities, facilitating integration into the school system, and preventing attrition [6].

Pedagogical training is integral to preparing pre-service teachers for their roles within the education system, significantly influencing their development [3]. It enables new teachers to address both professional and personal challenges within the school system, fostering confidence and effective classroom management in diverse educational environments. Additionally, training enhances teaching methods and supplements the knowledge and skills of new teachers, ultimately improving the quality of teaching [7].

This process leads to pedagogical changes within schools, altering organizational perceptions and practices. Despite concerns from experienced teachers accustomed to traditional methods, this process helps resolve educational dilemmas and increases new educators’ self-assurance. Pedagogical training emphasizes practical experience through various models, including the traditional model [3,8], the Professional Development Schools (PDS) model [9], and the academy–classroom program [10]. The role of the pedagogical mentor in practical experience is central to the teacher training process [9,10].

2.2. The Role of the Pedagogical Instructor

In recent years, the role of the pedagogical instructor has become increasingly central to the training of pre-service teachers in teacher training institutions [3,11]. This role is crucial for both personal and professional development as it provides essential knowledge, tools, and skills, thereby shaping future educators upon whom the education system relies [12]. Amid various reforms in the Israeli education system, pedagogical instructors serve as a bridge between theoretical knowledge taught in training courses and practical experience gained in schools [13]. They are expected to demonstrate leadership, serve as role models, generate new knowledge, guide pre-service teachers toward professional norms, and establish educational leadership.

Over the past two decades, significant changes in teacher training have shifted the focus from controlling pre-service teachers to supporting their autonomy. The role of the pedagogical instructor has evolved from merely overseeing lessons to providing comprehensive support, including imparting knowledge, skills, and professional authority. This role is now pivotal in bridging theory and practice [6,10]. In addition to linking academic knowledge with practical application, pedagogical instructors are now more involved in guiding pre-service teachers through real-world challenges and dilemmas [14]. Their responsibilities also include outlining effective work methods in schools, supporting social and professional integration, providing feedback, fostering critical thinking, and encouraging professional ambition. This holistic approach aims to prepare a new generation of teachers who will enhance the education system [15].

Recent developments in teacher training have further emphasized a shift toward a focus on schools [8]. These changes have transformed the pedagogical instructor’s role from a controlling figure—primarily engaged in lesson observation and feedback [5]—to a supportive role that encourages autonomy and professional growth [16]. The pedagogical instructor now serves as a central anchor in the professional development of pre-service teachers [17].

In various training models, the pedagogical instructor’s main role is to bridge the gap between theoretical instruction and practical knowledge [9]. They provide support during practical experiences, offering both group and individual guidance and assisting with the dilemmas and challenges faced by pre-service teachers [18]. Furthermore, the instructor is responsible for defining work methods, aiding in social and professional integration, and fostering a supportive learning environment [19]. Overall, the comprehensive role of the instructor encompasses personal and professional development, the integration of theory and practice, guiding the training process, evaluation, reflection, feedback, and the promotion of critical thinking. These efforts aim to drive systemic change and prepare an effective generation of teachers, ultimately enhancing the efficiency of the education system [15].

2.3. Challenges in Transitioning to Online Pedagogical Training during the COVID-19

In early 2020, the COVID-19 pandemic emerged globally, including in Israel. By March 2020, schools and higher education institutions were closed for extended periods, necessitating a transition to online teaching and learning formats [2]. Despite the lack of prior training and experience in online teaching, adopting online methods became essential to maintaining educational routines during the crisis [20].

The role of the pedagogical instructor became even more multifaceted during this period, involving interactions with pre-service teachers (both individually and in groups), schools (administrators, teachers, students, and even parents in online learning contexts), and colleges (training programs, colleagues, management, etc.) [7]. This multidimensional role also included addressing the digital divide, ensuring accessibility to technological infrastructure, and enhancing literacy in technology use.

In light of this literature review, the current study seeks to address the following questions: (1) What responses have pedagogical instructors provided during the COVID-19 pandemic? (2) What challenges and dilemmas have they faced? (3) What has been the effectiveness of pedagogical training for pre-service teachers and the educational field in an online learning environment?

3. Methodology

3.1. Research Method

The current qualitative research is based on a case study approach [21]. According to Creswell [22], a case study is a research method used to conduct an in-depth examination of a single entity, such as an individual, group, organization, or event. The term “case study” is derived from the focus of the investigation, which is referred to as a “case”. A case is defined as any identified, bounded unit. Moreover, regardless of the uniqueness or exceptional nature of the case, case studies can provide valuable insights into human, individual, or organizational behavior, as well as the processes occurring within the studied case [21].

3.2. Participants and Materials

The research was conducted at a multicultural teacher training college in the south of Israel. At this education college, there are nearly ten different training programs. We chose one program—the High School Education Program—to learn about the role of pedagogical instructors, including how practical work and didactic workshops were conducted and their responses during the COVID-19 pandemic crisis.

The High School Education Program was selected for several reasons: First, this program is among the largest training programs at the college. The High School Education Program includes eight departments: Mathematics, English, Science, Literature, Bible Studies, and Hebrew and Arabic Language Departments [23]. In this program, Jewish and Arab-Bedouin students study together, unlike other programs at the college, such as Elementary School Education, Early Childhood Education, or Special Education programs, where, typically, Jewish and Arab-Bedouin students study separately. Consequently, this program employs both Jewish and Arab pedagogical instructors.

Another reason for selecting this program was that the second author of the current article, Zenab, serves as a pedagogical supervisor in the high school teacher training program. This facilitated the recruitment of interviewees for the research, particularly during the COVID-19 pandemic when instruction and pedagogical instructors were conducted online and university campuses were nearly closed.

As part of the data collection for the study, we conducted semi-structured interviews with six pedagogical instructors (four males and two females; three Jews and three Arabs).

Table 1. Description of the study participants.

No.	Participant Name (Anonymous)	Gender	Nationality	Discipline	Experience in the Pedagogical Training (Years)	Experience in the Educational System (Years)
1	Sharon	Female	Jewish	Hebrew as a first language	6	23
2	Alian	Male	Arab	Hebrew as a second language	6	15
3	Musa	Male	Arab	Hebrew as a second language	1	13
4	Rinat	Female	Jewish	English as a second language	3	21
5	Amin	Male	Arab	Mathematics	5	19
6	Salem	Male	Arab	Sciences	9	22

describes the study participants. The pedagogical instructors volunteered to participate in the study following a WhatsApp message sent to the group of pedagogical instructors in the training program for high school teachers. In light of social distancing measures and guidelines from the Ministry of Health, we decided to conduct interviews via the Zoom platform, which allows for safe and convenient remote communication.

3.3. Data Analysis

The interviews were analyzed using content analysis [24], a method involving the systematic identification, coding, categorization, and interpretation of patterns or themes within the data. This technique was employed to uncover underlying meanings, concepts, and insights embedded within the data [25]. Both researchers participated in the interview analysis to facilitate collaborative data processing and enhance understanding of the interviewees’ diverse perspectives [25].

3.4. Ethical Issues

The college’s research authority authorized the study. After obtaining ethical approval, the data were collected with the full informed consent of the participants [26]. Researchers assured participants of confidentiality and privacy [27].

4. Findings

4.1. Responses Provided by the Pedagogical Instructors

4.1.1. Technological Responses

Pedagogical instructors report that they use a wide range of technological tools during the pedagogical training, such as WhatsApp groups, Zoom meetings, email, Google collaborative tools, and other digital tools (Kahoot, Mentimeter, Padlet, etc.).

Rinat reports that she uses many electronic tools such as Zoom, Mentimeter, Padlet, Google, etc. Mostly any technological tool that enables interaction and collaboration:

“In pedagogical training, the platform was Zoom. As part of Zoom, I used the tools that Zoom enables, which are the rooms. I used a mentimeter, padlet, Google Slides… I used everything. I was constantly looking for online tools that enable collaboration… in terms of technology, the platform is Zoom; there was also the model system; there was the forum in the model; there was a mentimeter; there was a pedal; there were Zoom rooms; there was a survey in Google Slides; I used all these tools, which, by the way, I think I would have used them less if we were face-to-face”.

Alian notes that he uses many electronic tools: puzzles, games, didactic games, videos (movies), lesson plans, collaborative tasks, and more:

“ICT tools such as puzzles, games, didactic games, videos (short movies), lesson plans, and collaborative assignments. It’s one-on-one like what happens at school in a normal situation. I also asked the students to record the lessons so that they would really have the opportunity to go back and catch up on what they had done. There is also something that is no less important: the sharing of those files. For example, in Docs files and everything else, it was very important once the students actually worked with the pupils on assignments or writing”.

Regarding the technology aspects, both pedagogical instructors stress how crucial it is to use ICT tools in the online learning environment as part of the teaching process. While Rinat describes using the technological tools available on the Zoom platform and her constant search for collaborative online tools, which allow for greater efficiency in the training process even in the online learning environment, Alian emphasizes the use of a variety of tools such as videos and games and the importance of sharing document files.

4.1.2. Pedagogical Responses

As a pedagogical response, pedagogical instructors reported that they use class stories, simulations from the reality of the school, students scripting themselves, presentations accompanied by explanations, etc.

Rinat talks about several tools as part of the workshop and pedagogical training. For example, class stories. She describes the group dynamics about these stories: sharing, responding, referring, and more. In class stories, the students discuss authentic issues from the educational field such as disruptive students, nonparticipation in online learning, etc.:

“So let’s say one of the things we used to do in the workshop was classroom stories; each of the students would tell some kind of small story, some kind of struggle… They also wrote it in the model system, in the forum, and each one responded to the other in the section “I connected with your story/no, I connected, and what was nice was that they presented issues that are at the heart of the activity: students who disturb, students who don’t want to enter Zoom, etc. That is, all kinds of issues, and we tried to discuss these issues, to understand their source, to come up with alternatives, and above all, to strengthen them and tell them that it’s okay”.

Sharon talks about planning high-quality lessons and then implementing them in the classrooms:

“So of course, I worked mainly during the year on preparing lesson plans that were clear, eloquent, original, challenging, interesting, and applicable lesson plans, okay? That is very difficult, and that was the main thing. And it’s not just writing a plan; it’s also trying it out in class, okay? So this was the main emphasis. The students in the second year, as I’m sure you know, need more guidance and direction on how to write lesson plans. What should be there? How should it be structured? To be original and creative, not to be the same all the time. The thing is, to show all kinds of options for starting classes and ending classes, you know, each time we dealt with something different. Even when the class is computerized via the Internet, okay? Through Zoom, it has to be a structured class, okay?”

In order to allow for flexibility and creativity in the lessons, Sharon highlights the need to experiment with lesson plans throughout the actual learning process. She also highlights the importance of constructing plans with invention and initiative.

Amin shares the idea of recording or filming lessons and then uploading the lesson plans to the school website. This allows for free access to the videos at any time, enabling and encouraging self-learning (in light of the digital gaps):

“I’ll explain to you, lesson recording. Yes, I used it for students to use them and also for teachers to use the recordings, because each instructor records as many lessons as he wants and is comfortable doing so in front of students, and then uploads them to the website, so anyone who finds them helpful in self-learning can use them. The lessons are free in order to encourage students to learn independently; that is my intention. Yes, the pupils use them. Sometimes, when pupils are not present (in the lessons), the students send the links to these lessons that are recorded to their pupils, so that if the pupils want to watch the lesson, he can watch and learn independently”.

Looking at the pedagogical responses, Sharon and Amin present the workshop’s conclusions about creating lesson plans and implementing them successfully in the classroom. Amin highlights the importance of recording lessons and investing in them as a tool for self-learning, while Sharon highlights how simple it is to use lesson plans and how necessary it is for pedagogical instructors to create them. Both state that using lesson plans is free and aims to motivate pupils to conduct their own independent studies. Furthermore, they both stress the importance of using lesson recordings as a tool for students’ self-learning requirements and the teachers’ responsibility in providing links for students to see and study on their own.

4.1.3. Emotional Responses

Pedagogical instructors also respond to the students’ emotional needs through various means, such as a 24/7 hotline, support groups on WhatsApp, online forums, emotional inclusion, and providing scientific explanations about viruses and the epidemic.

When returning to school (routine), in order to reduce concerns and fears, Salem gave a lecture to alleviate anxiety. This emotional response was provided to students, pupils, and teachers:

“So, in terms of emotions and fears, we tried to respond in this direction as well. The response to emotions and fears was more powerful when we were required to return to regular studies in school. When the system was required to have a physical experience at school, then these fears received much greater intensity, and it was necessary to reassure, to give real explanations, and not just to reassure. From the point of view of the students and also from the point of view of the teachers themselves, the students themselves were afraid of getting infected by the virus or infecting someone else, and the teachers themselves were also afraid of getting infected by the virus or infecting someone else, so the matter of feelings and fears should be addressed at all levels, not only at the level of the student at school but also at the level of the coaching teachers and also the students themselves”.

Sharon talks about support groups, giving students the opportunity to raise personal or family problems and conducting discussions around these difficulties:

“In the didactic workshops, yes, we also talked about it; we also raised difficulties; each one, you know, told me what was going on at her home; I was also interested. There was a period, let’s say just for the sake of it, during the Passover holiday, because I made sure to pick up the phone to everyone at least once during the vacation to see what happened. We also had these missiles (war) throughout the year, and we had a war, okay? Therefore, I’m very careful here as well. We have a WhatsApp group where we also correspond and exchange impressions. I think this year is a combination, or the female students are also more open and inclusive, and that this year was a special year that created some kind of closeness, as if there was less online between us because we have been through a lot. You know, we have to be a little more sensitive. There is no doubt that we were more sensitive towards the students as well. More sensitive in terms of some who submitted the lesson plans a little later, there are female students who also take care of elderly parents and are very afraid of the disease, each with her own problems. So yes, you know I was exposed. I think in the emotional aspect this year I was exposed to more emotion and more personal things and personal stories of students than in previous years”.

Rinat talks about emotional support strategies for her students:

“So here, then, you saw some stories and some examples, and there were the usual difficulties of people who just broke down, who just had a hard time. So once again, the guideline is first of all to accommodate, to listen to the person, to understand where he is coming from, to try together to create some kind of plan or action that he feels comfortable with, and to actually encourage him to come with his own tools”.

In the same context, Amin adds:

“Emotional, let’s start with emotional, emotional first of all to understand the people, to understand the needs of the teachers, the students. To be considerate, to postpone things. For example, something emotional: ‘If she doesn’t get along today, then, for example, on Wednesday she will get along”.

Regarding the emotional responses, Salem and Rinat discussed the anxieties and pressures they experienced when it was time to return to school. Rinat discussed wounded feelings and common problems, stressing the value of being sensitive and cognizant of each person’s individual requirements. Furthermore, Salem underlined the necessity of being aware of and addressing worries at all levels in the workplace, while Amin stressed the significance of considering the sentiments of those around him.

4.2. Challenges and Dilemmas

One of the dilemmas dealt with gender perceptions in the traditional Bedouin community, specifically the issue of opening cameras in Zoom classes and the tension between the private sphere and the public sphere. The two pedagogical instructors, Musa and Amin, talk about this dilemma:

“The truth is that most of the student meetings did not open cameras, and I did not force them for cultural reasons; I understand that they are at home, so I did not take it to the extreme and force them, even in the workshops”.

“Because there are many reasons why you don’t, don’t, don’t know, and it’s not pleasant like that… and because I also come from this culture, it’s not pleasant to open a camera sometimes, so I didn’t really ask for such things. Although the college would have asked, I noticed that the college even once wrote an official letter to the students; that’s why I said it was a recommendation, and I understand them”.

Salem talks about another dilemma: returning to routine (school) and maintaining health:

“I actually want to take a dilemma that involves several layers together. The dilemma was when we returned to school at the end of the school year last year, when the Ministry of Education and the Ministry of Health allowed a return to the schools, and there was a dilemma of how we returned to the schools. In addition, remember that the students were divided into capsules. Half of the class arrived, and the other half of the class was at home. And then we actually had a complex dilemma. It was on the axis: the academic teaching sequence, the academic sequence, and how we respond to the students in the class as well as those at home. And there was a health dilemma: how do we deal with the students’ fear of getting infected? Moreover, to make matters worse, the students themselves were the ones who were afraid to come, as if they were trying to get back to routine. There was a dilemma of how do we get back to routine and maintain the continuity of everything I described before?”.

The participants present multiple dilemmas concerning a wide range of matters. The first dilemma focuses on the use of cameras (Zoom meetings) in the workshops when students are in their personal spaces (at home). Musa and Amin express their feelings on the subject and their appreciation for different solutions, particularly due to the sensitivity regarding the personal culture of the Bedouin students. The second dilemma deals with the return to routine and the challenging effort to maintain health during the ongoing coronavirus pandemic. Salem describes the complex situation created by the return of students to schools, highlighting the combined dilemmas related to teaching, and the health and safety of both pre-service teachers and the students themselves.

Beyond the dilemmas, the pedagogical instructors addressed the challenges they experienced while providing remote instruction during the COVID-19 period. Most referred to the challenge of the digital divide and access to technology and the internet. For example, Salem specifically mentions the limited internet access for Bedouin female students:

“The major difficulty for us was the issue of internet infrastructure. We also have female Bedouin students who live in remote areas (unrecognized villages), and they faced internet challenges, sometimes lacking internet infrastructure. While they may have computers, they often don’t have strong internet, which prevents them from participating in Zoom lessons via camera or integrating videos. So, the challenge was related to internet infrastructure. This was a relevant difficulty across all levels, for both students and schoolchildren”.

The digital divide does not only refer to access to the internet; it can stem from different patterns of technology usage. For example, Sharon addresses technophobia and how she dealt with it:

“First of all, personally, I’m not a technologist. By the way, I’m also a technophobe. In addition to everything, what I haven’t done in 47 years in terms of technology, I’ve done this year, because I said no matter what, I must overcome it. And one thing I’m proud of myself for is that I’ve understood that there will always be people better than me in this regard, and I need to rely on them, and rely on them, and rely on them. I relied on the pre-service teachers and also relied on other students”.

Salem highlights that the major difficulty was the lack of internet infrastructure, particularly affecting Bedouin female students in remote areas and hindering their participation in Zoom lessons. Additionally, despite being a technophobe, Sharon overcame his aversion to technology by relying heavily on pre-service teachers and other students for support, achieving more in technology within a year than in the previous 47 years.

4.3. The Effectiveness of the Pedagogical Training

One of the aspects of examining the effectiveness of pedagogical training during COVID-19 is its contribution to the educational field. Another aspect is its contribution to the pre-service teachers.

4.3.1. Contribution to the Schools

Salem presents three projects that he promoted together with his students in the schools:

“I will give three initiatives, and I will focus on two; I mentioned them before. For example, if we do an initiative of short recordings and send these recordings to the WhatsApp group, this is our initiative. We did this initiative so that we maintained a teaching sequence, even if it was in a nutshell for the students. This is one initiative. A second initiative was the class forum. We opened a class forum and managed it. In the class forum, the pupils would enter the forum and ask questions, and we would answer them. There were all kinds of issues that would immediately arise in the class forum, so we concerned the students in the forum. It’s like they were put on a class forum and then it was our initiative in science for a class forum. A third initiative was the initiative of the small groups. We divided each class during the quarantine period; let’s say if there are three female students who are experimenting in the same class, then we divided the group into three, and if it’s two, then two. Then we did a learning process in small groups, and then in the small groups we maintained continuity throughout the entire period of the lockdown”.

Rinat points out that she and her students helped the school create a learning routine, ensuring that “no child is left behind”:

“We contributed in that we helped the school create a learning routine, that we helped the school work… There is one teacher in the class and there are many, many needs, so thanks to our student, the teacher could divide the class into small groups in online teaching or not, but let’s say online teaching and a group got a room with children and they worked individually, or they did the individual thing beyond the lessons, you understand? So without that [the presence of the pre-service teachers in the lessons], it would not have happened during this particular period. This is always true, but even more so to promote those who remained behind and those who are ahead. They are constantly talking about those who were left behind, but there are also those who are fine, who are good in English, so they too had the possibility to be promoted”.

Amin and his pre-service teachers enhanced the learning experience by recording lessons and sharing them freely with students and teachers. This approach encourages an independent learning process and supports learning at the time and place of the student’s choosing:

“Recording lessons? Yes, I recommended this idea to the students. Each student records as many lessons as they want, as if they were teaching a face-to-face class, and then uploads them to the website. Anyone who finds these recordings helpful for self-learning can use them. The lessons are free to encourage independent learning, which is my intention. Sometimes students cannot attend the lessons live, so they send links to the recorded lessons. If a student wants to watch the lesson, they can do so at their convenience, promoting independent learning”.

Salem explains how he and his students helped schools deal with disinformation about the coronavirus.

“Among the students, this uncertainty increased all this disinformation that existed at that time, and then we have to, on the one hand, provide knowledge, explain at the level of the students themselves, and on the other hand, also deal with all the disinformation that existed among the students and the coaching teachers. Everyone sometimes comes. He said this, she said that, and he said… so it was very, very difficult. I remember that in September, when we started the academic year 2021, the pre-service teachers and I conducted a lesson, which we called the ‘Corona Lesson’. In this lesson, we explained what the virus is, its characteristics, ways of infection, ways to protect oneself, the importance of wearing a mask, how to behave in various situations, and what to do if there is an isolated person. So, like a lot, we gave a lot of knowledge, and we also took the students as agents of knowledge in their families”.

Regarding the contribution of pedagogical training to the schools, the pedagogical instructors emphasize their important role during the coronavirus situation. The quotes demonstrate the commitment of the pedagogical instructors to improving teaching processes and adapting them to the needs of learners and the educational field during the coronavirus crisis.

In response to the need to create a learning routine, Rinat describes the pre-service teachers’ efforts in producing lessons and adapting them to the special situation by dividing the class into small groups for remote teaching and focusing personally on the needs of each student. From Rinat’s perspective, the contribution of the pre-service teachers supports the renewal and progress of all students in the class.

Amin also shares his initiative to record lessons and share them freely among students to encourage independent learning. Additionally, Salem highlights the contribution of the pre-service teachers in providing knowledge and explanations about the coronavirus, addressing uncertainty and widespread disinformation. This contribution is evident in the dissemination of useful information and the reduction of fears, promoting knowledge and confidence among the students and the entire educational community.

4.3.2. Contribution to the Pre-Service Teachers

According to Salem, pedagogical training during COVID-19 contributed to the development of self-directed learning both among pedagogical instructors and educational facilitators. Additionally, it enhanced efficiency and self-management:

“Self-directed learning development, so during the COVID period, it was very powerful. At that time, there was a need to learn and teach, to learn new things, and to embed and implement them immediately. As a pedagogical instructors, students also constantly need to learn and teach, so self-directed learning gained significant strength both for me and for pre-service teachers. Another thing, efficiency was simply very high. Consider the short time; the task needed to be streamlined, so there was no time to dwell on less important matters. Prioritization was necessary, emphasizing what is more important and what is less important both in the teaching process and in the learning process. So in terms of process efficiency, both I and the students became more efficient. We learn faster, we do things more focused, we don’t linger on trivial matters like before”.

Salem highlights that during the COVID period, the urgency to learn and teach quickly enhanced self-directed learning and efficiency for both himself and pre-service teachers. This led to faster learning and focused task management, prioritizing important matters over trivial ones.

According to Rinat, the students feel that they had a meaningful year:

“It was really very, very difficult for them. But nevertheless, they feel that they had a significant year, that they experienced differing teaching experiences, they experienced learning, that they left with more tools than they came with, deeper insights into what teaching is, why the role of… and they are still figuring out their role, what is my role, what is the student’s role, you know, they are still in conversation with themselves about what their professional identity will be, but it’s totally not a wasted year, totally a significant year, but difficult, very, very, very difficult”.

Rinat shares what one of their students said at the end of last year:

“I’ll tell you, I’ll start from the end of what a student said in a summary conversation we had, and she said the following sentence: ‘Even though everything was on Zoom, we managed to create intimacy and cooperation with each other’, and I think that says it all. It was a learning process”.

Rinat describes the significant challenges students faced during the COVID-19 crisis but notes they still had a valuable year filled with deep learning and meaningful experiences. She emphasizes the important process of learning and admires a student’s summary highlighting the special intimacy and cooperation that developed, showcasing the deep connections and in-depth learning achieved even in a virtual environment.

In contrast to Salem and Rinat, there are pedagogical instructors who caution that alongside the advantages and opportunities, attention must also be given to the disadvantages of remote pedagogical instruction. For example, in this context, Sharon notes:

“The ability to have a more meaningful connection. In-person, I had a connection, but a more meaningful connection was during guiding students throughout the week in preparing systems and learning materials. That, I think, is the advantage. The disadvantage is that a Zoom lesson is not like a face-to-face classroom lesson, okay? A Zoom lesson is more focused on segments of presentations and visual elements, which doesn’t happen in an in-person lesson. An in-person lesson can be based on visual aids and more, but not only that; there are other things. In a remote lesson, you don’t deal with discipline issues, you don’t deal with emotional issues that students have, and you discover them during the lesson, which you can do when you are face-to-face”.

Sharon highlights that remote instruction allowed for more meaningful connections with students throughout the week, particularly in preparing learning materials. However, she notes that Zoom lessons lack the depth and multifaceted engagement of in-person lessons, missing out on addressing discipline and emotional issues that can be managed face-to-face.

5. Discussion

This study aims to examine the pedagogical training during the Corona crisis—the responses provided by pedagogical instructors as part of the pedagogical training, the challenges and dilemmas they faced, and the way in which these responses promote accessibility to online learning during the COVID-19 pandemic crisis.

5.1. Responses Provided by the Pedagogical Instructors

The analysis of the content of the interviews brought up three main types of responses given by the pedagogical instructors during the online pedagogical training: pedagogical responses, technological responses, and emotional responses.

The pedagogical responses during the Corona crisis were both diverse and indicative of the crucial role that pedagogical training plays in preparing educators. As educational institutions shifted to remote learning environments, pedagogical instructors faced the significant challenge of adapting their support strategies to address the evolving needs of pre-service teachers. While maintaining their traditional roles, instructors also developed innovative methods to offer effective guidance. This included providing individualized support tailored to each pre-service teacher’s unique circumstances, as well as facilitating group discussions and collaborative sessions to build a sense of community and shared problem-solving [11].

Findings indicate that these adaptive approaches were vital for helping pre-service teachers navigate the complexities of online instruction and sustain their professional development despite the disruptions caused by the pandemic [3,12]. The dedication of pedagogical instructors to adjust and innovate highlights the importance of flexible and responsive training programs capable of supporting educators during times of crisis. These efforts ensured that pre-service teachers were equipped with the skills and resilience needed to excel in both current and future teaching environments.

In addition to pedagogical responses, the technological responses provided by the pedagogical instructors gained momentum during the Corona crisis. Technology has become a central and necessary tool for pedagogical instruction [28]. Pedagogical instructors use digital tools to interact with pre-service teachers and facilitate their interaction with the educational field. This serves as a model for integrating digital tools in pedagogical training. During the Corona period, the use of technology became a central thing in the teaching and learning processes of schools; therefore, the instructors were required to provide a response to the problems of teaching to allow them to apply online learning in an intelligent and effective way during their practical work in schools [29].

Normally, the interaction between the pedagogical instructors and the pre-service teachers is based on face-to-face meetings for guidance, feedback, etc. But in online pedagogical training, the situation has changed [28]. During the Corona crisis, pedagogical instructors and pre-service teachers were required to adapt very quickly to the emergency situation and adopt alternative communication methods that allowed for interaction and learning. As part of online pedagogical training, instructors employed various tools to maintain contact with pre-service teachers (e.g., hotlines, WhatsApp groups, forum platforms). The purpose of this move was to contain the pre-service teachers during a period of crisis accompanied by a very great feeling of fear and uncertainty [30].

This shift in pedagogical support aligns with the growing recognition of the importance of addressing both professional and emotional needs of pre-service teachers during times of crisis. Hadar and his colleagues [30] emphasize that the COVID-19 pandemic has compelled teacher education programs to rethink their approaches, particularly in enhancing the social–emotional competencies of pre-service teachers. The role of pedagogical instructors has expanded beyond traditional boundaries, requiring them to offer more personalized and empathetic support, thereby ensuring that pre-service teachers can navigate the challenges of online teaching and maintain their professional development despite the disruptions caused by the pandemic. This holistic approach underscores the critical function of pedagogical instructors in fostering resilience and adaptability among future educators.

Crisis events stimulate reflective intrapersonal and interpersonal discourse on questions of identity and discipline [26]. In this context, we saw that all the pedagogical instructors participating in the study tried to examine the perception of roles within the constraints of the crisis period. Some of them tried to preserve the traditional pedagogical training and copy what they did in the traditional natural environment to the technological environment—observations, workshops, evaluation feedback, etc.

In contrast, another part of the pedagogical instructors took advantage of the Corona period as an opportunity to test the new possibilities of technology and transform the role of the pedagogical instructors. There is an opportunity to develop innovative methods in pedagogical training that combine the use of technology to improve the teaching and learning processes in the educational field.

5.2. Challenges and Dilemmas

In the current study, two central dilemmas were found. The first dilemma concerns the opening of cameras in Zoom meetings. Since the home is seen as a private space in traditional Bedouin society [31], the Bedouin students, especially the Bedouin female students, refrained from opening cameras in the Zoom meetings [32].

Another dilemma raised by the pedagogical instructors refers to maintaining health during the Corona period. With the return to studies in small groups in the schools (the capsules), the dilemma arose—how pre-service teachers return to teaching in schools and, at the same time, maintain their health and that of their students [33].

Shif and her colleagues [34] also found that during the COVID-19 crisis, students were concerned about contracting the virus personally or having a family member contract it. They reported higher levels of stress due to exposure to COVID-19-related information in the media. This concern was notably stronger among female students, who also reported poorer coping with the crisis, a greater need for assistance, and decreased availability for their studies.

The main challenge during the Corona period related to online teaching and learning relates to the issue of the digital divide. A digital gap was found related to accessing the internet, especially among students who come from the Arab-Bedouin society in the Negev. Some of the Bedouin settlements, especially those that are not recognized by the State of Israel, do not have internet infrastructure, and access to the internet is provided through cellular routers [35]. This has raised the question of how the pedagogical instructors and the pre-service teachers can facilitate learning under the constraint of the digital divide [36].

This finding is consistent with the research by Solomovitz and his colleagues [32], which examined the challenges faced by students at a teacher training college in southern Israel during the first wave of the COVID-19 pandemic. Their study identified the digital divide as the primary barrier to accessing online learning among Bedouin students. Additionally, they have found that, in many cases, the students’ living environments do not provide adequate learning conditions, and poor infrastructure further hinders the students’ ability to learn.

Another challenge refers to the blurring of the boundaries between work time and home time. The pedagogical instructors reported a heavy workload. Most of the pedagogical instructors report that they were available for the preserved teachers 24/7.

Beyond the dilemmas and challenges, the Corona period was a tremendous opportunity for self-learning. The pedagogical instructors reported a very high and significant jump in the learning diagram in everything related to the use of technology. As Rinat points out, “Today I am 48 years old, but what I have managed to learn this year is greater than what I have learned throughout my years of teaching.”

5.3. The Effectiveness of the Pedagogical Training

The findings indicate the importance of the role of pedagogical instructors during the online learning period. This is due to the change in learning and the classroom space. The interaction between the pre-service teachers/the trainer (coaching) teachers/and the students was achieved by using digital tools, and the role of the pedagogical instructors was to play the orchestra that contains many participants.

During a time of educational, technological, and social gaps among students, pedagogical instructors and pre-service teachers collaborated to establish learning routines and maintain educational continuity in a crisis.

6. Conclusions

The COVID-19 crisis compelled the education system to navigate significant uncertainty and urgently devise solutions to an unprecedented situation. Despite the challenges, the crisis also presented a unique opportunity for fundamental changes in teaching and learning methods. These changes have the potential to significantly improve the system’s functioning [2].

Like the education system, pedagogical training also embraced the opportunity for authentic learning and hands-on experience with new pedagogical and technological tools. Teacher training institutions should capitalize on the benefits of online pedagogical training and incorporate it as a cornerstone of traditional face-to-face pedagogical training. This necessitates a significant change and transformation in the role of pedagogical instructors.

While the era of COVID-19 lockdowns may have ended, distance learning continues [20]. Over the past year, due to security concerns in the Gaza Envelope and northern Israel, some educational institutions were forced to close and relocate, including institutions of higher education. The study routines at these institutions were disrupted, with a significant portion of academic activities shifting to digital platforms. Future research should explore the pedagogical guidance processes at these institutions and evaluate how experiences during the COVID-19 period have informed pedagogical instructors in guiding during times of conflict.

This study focused on a single training program and a very unique period—the COVID-19 pandemic. The study has several limitations: the sample size was relatively small, we used only one data collection tool, and the research examined only the pedagogical instructors, assessing the pre-service teachers and the educational field through their perspective.

In conclusion, the current study addressed the critical role of pedagogical instructors during the transition to online teaching amid the COVID-19 crisis. The findings highlight not only a variety of challenges and dilemmas that instructors had to confront but also the creativity and flexibility they demonstrated. Based on these findings, several recommendations can be formulated to improve and further develop pedagogical training:

• Continuous Training for Pedagogical Instructors: It is important to emphasize the significance of continuous training to adapt to technological changes and address pedagogical challenges. It is recommended to hold additional workshops on topics such as online classroom management and the use of advanced digital tools. In line with this suggestion, a professional development program for pedagogical instructors could be developed, focusing on both techno-pedagogical issues and the emotional aspects of resilience and social–emotional learning.
• Adoption of Innovative Technologies: Innovative technologies and teaching methods that were successfully tested during the COVID-19 period should be adopted and implemented. The use of virtual tools and online learning platforms can enhance the learning experience even after the crisis. For instance, pedagogical instructors could integrate classroom case studies into didactic workshops to provide practical insights, establish a discussion forum for addressing pedagogical issues among students and instructors, and create a repository of recorded lesson plans. This repository, similar to a broadcast studio, would promote peer learning among pre-service teachers and serve as a valuable resource for students in schools.
• Strategies to Bridge the Digital Divide: To address the digital divide effectively, we recommend promoting mobile data solutions and subsidized internet packages for low-income families, particularly in rural and underserved areas, to ensure that students have reliable internet access. Additionally, it is crucial to improve technology access in schools by ensuring they are equipped with adequate digital resources, such as tablets or laptops, and making these devices available for students who lack them at home. These strategies can help bridge the digital divide, ensuring equitable access to education in an increasingly digital world.
• Emergency-Adaptive Educational Policies: Educational policies should be improved to adapt pedagogical training to future emergency situations. This includes the development of backup plans and hybrid learning, combining online and face-to-face education.
• Enhancement of Digital Interaction: Ways to improve digital interaction between pedagogical instructors and students should be enhanced, such as using advanced communication tools and providing real-time feedback.
• Early Preparedness for Emergencies: Pedagogical instructors and students should be prepared for emergency situations, including having action plans and adapting lesson plans to changing circumstances. Lesson plans should be prepared to be used in lockdown situations or other crises.