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Learning to Teach in Times of COVID-19: Challenges, Trends, and Concerns
Fri, April 22, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Division Virtual Rooms, Division K - Section 06: Approaches and Models for Field Experiences, Student Teaching, and School/Community Collaborations Virtual Paper Session RoomSession Type: Symposium
Abstract
This symposium will offer insights into the international research that has been conducted in teacher education during COVID-19 pandemic. The closure of the colleges and universities as a result of the need to mitigate the dissemination of the SARS-CoV-2 virus has entailed the forced adoption of diverse strategies to meet the requirements of the teacher education programs. Usual approaches and practices of teaching and learning to teach have been severely strained by the global pandemic. As such, there is a need to look at the processes adopted within teacher education programs as well as their effects. Presenters will share their insights into the research underpinning the challenges, trends and concerns in teacher education internationally over the last year.
Sub Unit
Chairs
Papers
Learning to Teach During the COVID-19 Pandemic: The Case of Chile - Paulina Sepulveda-Escobar, Universidad Autonoma de Chile; Astrid Jean Morrison Parra, Universidad Autonoma de Chile
Reimagining Practicum Supervision: Learning From Professional Student-Tutor Conversations Without Classroom Observation During Times of Crisis and Distance - Manuela Heinz, National University of Ireland - Galway, Ireland; Elaine Keane, National University of Ireland - Galway; ian munday, National University of Ireland Galway; Brendam Gallagher, National University of Ireland - Galway; Michael Lally, National University of Ireland - Galway
Learning to Teach in Times of COVID-19 Versus Before: Comparing Third-Year Bachelor Student Teacher Surveys in 2018 and 2021 - Johannes Koenig, University of Cologne
The Teaching Practicum and the Mentoring Activity During the COVID-19 Pandemic: A Systematic Literature Review - Juanjo Mena, Universidad de Salamanca; Lúcia AMORES GARCÍA, University of Salamanca; Maria A. Flores, Minho University