Supporting Teacher Candidates during COVID-19: Lessons Learned

Autor/inn/en	Atkins, Charlene; Danley, Angela
Titel	Supporting Teacher Candidates during COVID-19: Lessons Learned
Quelle	In: Educational Renaissance, 9 (2020), S.31-40 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-1602
Schlagwörter	Stellungnahme; Preservice Teachers; Preservice Teacher Education; COVID-19; Pandemics; Educational Change; Electronic Learning; Distance Education; Barriers; Practicums; Teacher Certification; Synchronous Communication; Asynchronous Communication; Integrated Learning Systems; State Standards; Psychological Patterns; Missouri + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Distance study; Distance learning; Fernunterricht; Practicum; Praktikum; Praktika
Abstract	This article provides the personal account of two professors who reflect on the challenges of teacher education preparation due to COVID-19. They discuss the swift transition from face to face instruction to virtual learning and teaching including inequities faculty and teacher candidates faced during remote learning, obstacles surrounding state requirements for practicums and certification along with the social emotional impact. Suggestions for moving forward, based on the lessons learned, include additional supports for teacher candidates. As this was a new experience faced by teacher education programs in the United States, relevant literature is limited. (As Provided).
Anmerkungen	The Renaissance Group. University of North Carolina Wilmington, 626 MacMillian Avenue, Wilmington, NC 28409. Web site: https://educationalrenaissance.org/index.php/edren
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01