Towards Preparing Pre-service Teachers for Future Education Crises: The Significance of Emotional Knowledge and Learner Resilience

This chapter examines the challenges and opportunities that emerge from Emergency Remote Teaching (ERT) as observed by pre-service teachers (PSTs) in South Africa amidst the COVID-19 pandemic. The chapter examines the intensified digital gap and its effects on equitable access to education, in addition to its psychological implications for students’ resilience. The Technological, Pedagogical, and Content Knowledge (TPACK) framework is employed to assess the potential of pre-service teachers (PSTs) to adjust to Emergency Remote Teaching (ERT) and recognise emotional knowledge (EK) as a critical component of teaching competence. The chapter uncovers shortcomings in the preparedness of technology and the level of emotional support within ERT in South Africa. This indicates the need to restructure teacher education in order to prioritise the development of technological knowledge and the resilience of students. It promotes the use of adaptable and empathetic teaching methods to address future crises in education effectively. The outcomes of the chapter emphasise the need to include strategies for teacher training programmes that enhance the ability of PSTs and learners to adapt to ERT. These strategies should equip them with knowledge and abilities to effectively handle unforeseen challenges in teaching with both adaptability and empathy.