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Initial Teacher Education in England and the COVID-19 Pandemic: Challenges and Opportunities
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- Author(s): la Velle, Linda; Newman, Stephen (ORCID
Newman, Stephen (ORCID 0000-0002-2674-9154 ); Montgomery, Catherine (ORCIDMontgomery, Catherine (ORCID 0000-0002-6908-5992 ); Hyatt, David- Language:
English- Source:
Journal of Education for Teaching: International Research and Pedagogy. 2020 46(4):596-608.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 13
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/02607476.2020.1803051
- ISSN: 0260-7476
- Abstract: This paper examines the impact and implications on initial teacher education (ITE) of the crisis brought about by the COVID-19 lockdown of schools and universities from the perspectives of four university providers in England. The start of the pandemic meant that, in England, schools were closed to all but vulnerable pupils and the children of 'key workers', and so the normal placements of students in teacher education (ITE students) could not continue. The 'virtualisation' of the ITE programmes by, in some cases, both schools and universities, raised significant issues of both equity and pedagogy. The loss of time on school placement had the effect of lost opportunities for practising teaching but increasing the time for reading and reflection. We consider the effects on a teacher education programme when the practicum experience is abruptly curtailed, yet the programme is able to continue in a different way. We present a model framework for a new digital pedagogy for ITE and discuss the opportunities and affordances available as the post-COVID educational landscape emerges, and suggest that the COVID-19 crisis provides an opportunity to reflect on the idea that practicum experience may be a necessary but not, in itself, a sufficient condition for teacher learning.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1279119
- Availability:
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