Disorienting Dilemmas and Transformative Learning for School Placement Teacher Educators during COVID-19: Challenges and Possibilities

Autor/inn/en	Young, Ann-Marie; Ní Dhuinn, Melanie; Mitchell, Eamonn; Ó Conaill, Neil; Uí Choistealbha, Julie
Titel	Disorienting Dilemmas and Transformative Learning for School Placement Teacher Educators during COVID-19: Challenges and Possibilities
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 4, S.459-474 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Young, Ann-Marie) ORCID (Ní Dhuinn, Melanie) ORCID (Mitchell, Eamonn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2022.2082274
Schlagwörter	Transformative Learning; Teacher Educators; COVID-19; Pandemics; Educational Change; Teaching Experience; Placement; Foreign Countries; Student Teacher Supervisors; Teacher Attitudes; Ireland + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Betriebspraktikum; Praktikum; Ausland; Lehrerverhalten; Irland
Abstract	The COVID-19 pandemic resulted in teacher educators dealing with multiple problems caused by the disruption to the professional preparation of pre-service teachers. This led to modified arrangements for teaching, learning and assessment on an emergency basis. For teacher educators, the challenges and disruptions caused by school and HEI closures may also be seen as opportunities to learn and reshape traditional roles and practices. In this study, we sought to understand how COVID-19 shaped and transformed the lived experience of teacher educators involved in school placement in Ireland. This research utilises Mezirow's Transformative Learning framework starting with the disorienting dilemma of COVID-19 and maps the teacher educators' responses to the resultant challenges and possibilities. Using a qualitative approach, the researchers analysed data from online surveys, focus groups and reflections, to consider continuity and change through the "Now What" stage of Rolfe et al.'s framework. The insights gained from this research will add to the growing international literature on the changes to pre-service teacher education provision, by presenting the persistent challenges of dealing with COVID-19 and potential changes within the practicalities of school placement in Ireland. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01