The impact of COVID-19 on the delivery of preservice teacher education: a scoping review

The COVID-19 pandemic and the ensuing lockdowns have transformed the mode of delivering preservice teacher education from face-to-face to online, causing unexpected challenges and difficulties. This scoping review aims to synthesize the empirical evidence to explore the reported effects of COVID-19...

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Detalles Bibliográficos
Autores principales: Kan, Li, Degotardi, Sheila, Li, Hui
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9763799/
http://dx.doi.org/10.1007/s12564-022-09816-y
Descripción
Sumario:The COVID-19 pandemic and the ensuing lockdowns have transformed the mode of delivering preservice teacher education from face-to-face to online, causing unexpected challenges and difficulties. This scoping review aims to synthesize the empirical evidence to explore the reported effects of COVID-19 on preservice early-childhood teacher education programs. The search identified 17 studies in international peer-reviewed journals between February 2020 and February 2022. Four themes of concern emerged: program preparation, program delivery, teaching practicum, and psychological well-being. This study also identified literature gaps in online preservice teacher education and highlighted the need to conduct cross-country comparisons with large sample sizes.

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