The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
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DOI：
10.1080/02619768.2020.1820480
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发表时间：
2020-09-11
影响因子：
6.1
通讯作者：
Murray, Jean
中科院分区：
文献类型：
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作者：
Kidd, Warren;Murray, Jean
由于新型冠状病毒肺炎（COVID-19，即2019冠状病毒病）大流行，英格兰的大学和学校关闭，正值许多职前学生开始最后的实习。本研究的重点是这对教师教育工作者提出的挑战。使用定性研究方法和空间地理学的概念，本文探讨了如何适应的实习搬迁学习社区到新的在线空间的删除。既定的做法迅速改变，教育工作者表现出“教学敏捷性”。尽管迁移到新形成的在线空间，实践的许多原则和“意向”保持不变，教师教育者的价值取向也是如此。总的来说，（g）地方一级制定的一些创新性战略既有相同之处，也有不同之处。这项研究具有国际意义，在考虑的空间，真正的教师教育可以发生和替代的教学和技术，以支持专业学习的情况下，“失踪”实习。
The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing 'pedagogic agility'. Despite the relocation to newly-formed online spaces, many principles and 'intentionalities' of practice remained unchanged, as did the teacher educators' orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a 'missing' practicum.