Continuity and Adaption: Student Teaching during the COVID-19 Pandemic in Year 2

Autor/inn/en	Hardesty, Jacob; Egelson, Paula; Klein, Danielle
Titel	Continuity and Adaption: Student Teaching during the COVID-19 Pandemic in Year 2
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (2022) 4, S.186-192 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2022.2083543
Schlagwörter	COVID-19; Pandemics; Student Teaching; Student Teachers; Adjustment (to Environment); School Closing; Educational Technology; Student Teacher Attitudes; Success; Barriers; Student Adjustment; Technology Uses in Education; Evaluation Methods + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Erfolg; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Mostly forgotten in the discourse surrounding the pandemic were the experiences of student teachers during the second year of COVID-19. This study sought to explore how student teachers conceptualized their time in the classroom during their spring 2021 student teaching. In examining student-teacher journal entries in this qualitative endeavor, researchers hoped to answer the question "how did preservice teachers in the second year of the pandemic describe their student teaching?" Findings indicate that preservice teachers had adapted to the constraints of teaching during a pandemic. In fact, student teachers rarely mentioned the challenges of learning to be educators during a pandemic, which had become a normative experience for them. This study is a hopeful one, surprisingly, given the obstacles and panic the pandemic presented for education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01