Reflecting on 'classroom readiness' in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK
Reflecting on 'classroom readiness' in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK
复制标题
从英国英格兰各地八所大学提供者的角度反思全球大流行时期初始教师教育的“课堂准备”
DOI：
10.1080/02607476.2022.2150840
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发表时间：
2022
影响因子：
4
通讯作者：
Rushton E
中科院分区：
文献类型：
--
作者：
Rushton E
在教师职前教育（ITE）政策制定十年变革和改革的背景下，我们从英格兰八所大学提供者的角度评估了2019冠状病毒病造成的重大变化对ITE的影响。虽然先前的研究已记录了英国于2020年3月开始的第一阶段封锁的影响，但我们借鉴课堂准备的概念框架，考虑2020年9月至2021年6月期间新型冠状病毒对英格兰ITE课程造成的持续和可变干扰。通过一个参与式的研讨会，其中包括确定关键问题，小组讨论和书面反思与教师教育工作者在八个机构，我们评估的变化，以职前教师教育提供在这一时期，重点是研究生课程。我们认为，学校探访的性质和实施，以及科技和数码科技的角色，是疫情期间转变的主要范畴，而学校与大学伙伴关系的价值和实力则保持不变。我们考虑了如何通过大流行期间对教师教育的改变来告知和塑造发展“课堂准备”的想法。我们认为，概念化的课堂准备需要接地在反思专业学习的背景下，合作的专业社区，使职前教师成为适应性强的牧民从事学科专家。我们反思如何从这一时期的学习可能被纳入未来的国际ITE计划和政策。
In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.