COVID-19 and the Future of Practicum in Teacher Education in Zimbabwe: Rethinking the 'New Normal' in Quality Assurance for Teacher Certification

Autor/in	Moyo, Nathan
Titel	COVID-19 and the Future of Practicum in Teacher Education in Zimbabwe: Rethinking the 'New Normal' in Quality Assurance for Teacher Certification
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 4, S.536-545 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1802702
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Practicums; Preservice Teacher Education; Schools of Education; Educational Quality; Quality Assurance; Teacher Certification; Educational Policy; School Closing; Content Analysis; Discourse Analysis; Educational Trends; Futures (of Society); Teacher Educators; Teacher Attitudes; Student Evaluation; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Practicum; Praktikum; Praktika; Lehramtsstudiengang; Lehrerausbildung; Erziehungswissenschaftliche Fakultät; Quality of education; Bildungsqualität; Qualitätssicherung; Politics of education; Bildungspolitik; School closings; Schule; Schließung; Schließung (von Schulen); Inhaltsanalyse; Diskursanalyse; Bildungsentwicklung; Future; Society; Zukunft; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Schulnote; Studentische Bewertung; Simbabwe
Abstract	This article examines the policy and quality assurance debates in teacher education ensuing at one school of education in Zimbabwe following the sudden closure of schools and universities due to the Covid 19 pandemic. Unfortunately, final year university pre-service teacher education students' practicum assessment could not be finalised. The practicum is a critical component in teacher education as it engenders professional transformation, reflection and growth. Unlike other academic modules which could be completed via online and distance education, the practicum, being a practical undertaking in a classroom situation, presented unique challenges. The research question that the article addresses is: How would certification of teachers be finalised when this time-tested assessment had not been done? The article employs content and discourse analysis to unpack the philosophical and professional arguments being advanced by faculty, in order to understand how they are likely to determine future directions of teacher education. The argument is that the emerging 'new normal' should not compromise the quality assurance mechanisms developed overtime. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01