'Come to a Screeching Halt': Can Change in Teacher Education during the COVID-19 Pandemic Be Seen as Innovation?

Autor/inn/en	Ellis, Viv; Steadman, Sarah; Mao, Qiming
Titel	'Come to a Screeching Halt': Can Change in Teacher Education during the COVID-19 Pandemic Be Seen as Innovation?
Quelle	In: European Journal of Teacher Education, 43 (2020) 4, S.559-572 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2020.1821186
Schlagwörter	COVID-19; Pandemics; Preservice Teacher Education; Educational Innovation; Educational Change; Foreign Countries; College Administration; Administrator Attitudes; Administrator Role; Technology Uses in Education; Online Courses; School Closing; Europe; Asia; North America + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Instructional innovation; Bildungsinnovation; Bildungsreform; Ausland; College administrators; Hochschulverwaltung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Europa; Asien; Nordamerika
Abstract	Based on interviews with a global sample of ITE [initial teacher education] leaders, this paper explores whether the changes forced on institutions and individuals as a result of the COVID-19 global pandemic can be classed as innovation. The paper goes beyond collating the various practical and organisational changes the ITE leaders made and instead focuses on the kind of changes enacted around the world and whether and how these changes can be seen as adding new value to historical ITE practices. Given the consistency of responses evident across the sample of teacher education leaders around the world, the paper concludes with a discussion of potentially global implications of the shifts in ITE practices reported and suggests that COVID-19 has indeed stimulated an innovative stance often perceived to be lacking in the sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01