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Abstract

The unprecedented shut down of educational institutions owing to the Covid pandemic had prompted many institutions to shift to an Online mode of instruction. The investigator, a teacher educator by profession found the abrupt shift from face-to-face instruction to an online only pedagogy for teacher education a major challenge. This necessitated the exploration of appropriate instructional strategies to substitute the existing time-tested pedagogical practices followed in teacher training colleges. The target audience specific data collected through surveys and interviews revealed that the needs, resources available and internet connectivity of main stake holders namely teachers and learners vary in several ways. This posed several challenges and the investigator found a solution in the RASE Model which is increasingly being perceived as a practical, evidence based design model with applications of technology to improve student learning outcomes and student satisfaction (Churchill, King, & Fox, 2013). When a batch of English optional teacher trainees of the Bachelor of Education (BEd) programme, was assigned to the investigator-cum-teacher educator, the RASE model which basically addresses Resources, Activity, Support and Evaluation was utilized for curriculum transaction. This paper lists down the strategy employed to transact the BEd curriculum using the RASE model. It is hoped that the report of the study will help colleges of teacher education and English language teacher educators to gain a sense of direction to commence delivery of instruction which has already been delayed owing to the pandemic.

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