The Response of Clinical Practice Curriculum in Teacher Education to the COVID-19 Breakout: A Case Study from Israel

Autor/inn/en	Hadar, Linor L.; Alpert, Bracha; Ariav, Tamar
Titel	The Response of Clinical Practice Curriculum in Teacher Education to the COVID-19 Breakout: A Case Study from Israel
Quelle	In: Prospects, 51 (2021) 1-3, S.449-462 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadar, Linor L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-020-09516-8
Schlagwörter	COVID-19; Pandemics; Student Centered Learning; Well Being; Social Emotional Learning; Teaching Methods; Resilience (Psychology); Course Descriptions; Personal Autonomy; Foreign Countries; Preservice Teacher Education; Educational Change; Case Studies; Teacher Education Curriculum; Student Teaching; Methods Courses; Israel + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Well-being; Wellness; Wohlbefinden; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; Individuelle Autonomie; Ausland; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Case study; Fallstudie; Case Study; Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung
Abstract	This case study explores how teacher education curriculum in a college in Israel responded to the COVID-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods. The COVID-19 shutdown imposed a restructuring of the content, sequence, and scope of the curriculum. While certain topics were omitted or reduced in scope, others--especially those related to digital instruction--were introduced or expanded. Pedagogy instructors also began to attend to their students' well-being by introducing SEL contents and activities. This response during challenging times revealed teacher educators' adaptability, resilience, and agency. The COVID-19 breakout transformed the curriculum from a traditional pre-planned and structured syllabus to one that is more responsive, dynamic, and malleable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01