The Response of Clinical Practice Curriculum in Teacher Education to the COVID-19 Breakout

• In Event: Pitfalls and Possibilities: Examining Teacher Education in the Midst of COVID-19

Abstract

This qualitative case study explored how teacher education curriculum has responded to the COVID-19 outbreak. It focused on the clinical component of the curriculum (practice teaching and methods courses) in a college in Israel. Thirty-three pedagogic instructors participated. Data collection methods included an open-ended questionnaire and semi-structured interviews. Data were analyzed qualitatively. We identified overarching category of curriculum malleability in scope, sequence and content. Curriculum became malleable in two central areas: a shift to learner-centered wellbeing and Social-Emotional Learning; and adaptation of teaching methods. This study helps curriculum studies gain relevance within teacher education research. It offers curriculum theory a perspective embedded in teacher educators’ concrete work, thereby acknowledging the powerful adaptability, resilience and agency of teacher educators.

Authors

• Linor Lea Hadar, Beit Berl College

• Bracha Alpert, Beit Berl Academic College

• Tamar Ariav, Beit Berl College