Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities
Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities
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DOI：
10.1080/02607476.2020.1803051
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发表时间：
2020-08-06
影响因子：
4
通讯作者：
Hyatt, David
中科院分区：
文献类型：
--
作者：
la Velle, Linda;Newman, Stephen;Hyatt, David
本文从英国四所大学提供者的角度探讨了新冠肺炎疫情对中小学和大学封锁所带来的危机对教师职前教育的影响和启示。大流行的开始意味着，在英格兰，学校对所有人关闭，但脆弱的学生和“关键工人”的孩子除外，因此教师教育学生的正常安置（ITE学生）无法继续。在某些情况下，学校和大学对信息技术教育方案的“虚拟化”提出了公平和教学法方面的重大问题。在学校安置上损失时间，造成的后果是失去了实践教学的机会，但却增加了阅读和思考的时间。我们认为教师教育计划的影响时，实习经验突然减少，但该计划能够继续以不同的方式。我们为信息技术教育学院提出了一个新的数字教学法的模型框架，并讨论了新冠肺炎后教育格局出现时的机会和可供性，并建议新冠肺炎危机提供了一个反思实习经验可能是教师学习的必要条件但本身不是充分条件的机会。
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.