Transfer, Adaptation, and Loss in Practice-Based Teacher Education amidst COVID-19
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| Title: | Transfer, Adaptation, and Loss in Practice-Based Teacher Education amidst COVID-19 |
|---|---|
| Language: | English |
| Authors: | Hogan, Erin, Gannon, Colleen (ORCID |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324B200012 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | COVID-19, Pandemics, Online Courses, School Closing, Teacher Education Programs, Distance Education, Teaching Assistants, Student Teaching, Experiential Learning, Teaching Methods, Preservice Teacher Education, Adjustment (to Environment), Lesson Plans, Planning, Elementary Secondary Education |
| DOI: | 10.1080/1547688X.2022.2098438 |
| Abstract: | The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that: (1) representations; (2) approximations of practice could be adapted with minimal disruption. However: (3) enactments could be transitioned only with loss and cascading effects that impacted; (4) reflections on practice. These findings can promote teacher educators' awareness of how to create intentionally designed online practice-based teacher education courses. [This is the online version of an article published in "The New Educator."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED621536 |
| Database: | ERIC |
| Abstract: | The consequences and affordances of online teacher education remain understudied, even as it promises greater accessibility. The COVID-19-related pivot to emergency remote teaching offered a novel opportunity to study how practice-based teacher educators transitioned courses online. This multiple case study of six graduate student instructors examines the effects of transition on four pedagogies of practice-based teacher education. We discovered that: (1) representations; (2) approximations of practice could be adapted with minimal disruption. However: (3) enactments could be transitioned only with loss and cascading effects that impacted; (4) reflections on practice. These findings can promote teacher educators' awareness of how to create intentionally designed online practice-based teacher education courses. [This is the online version of an article published in "The New Educator."] |
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| DOI: | 10.1080/1547688X.2022.2098438 |
