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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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
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author Kan, Li
Degotardi, Sheila
Li, Hui
author_facet Kan, Li
Degotardi, Sheila
Li, Hui
author_sort Kan, Li
collection PubMed
description 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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spelling pubmed-97637992022-12-20 The impact of COVID-19 on the delivery of preservice teacher education: a scoping review Kan, Li Degotardi, Sheila Li, Hui Asia Pacific Educ. Rev. Article 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. Springer Netherlands 2022-12-20 /pmc/articles/PMC9763799/ http://dx.doi.org/10.1007/s12564-022-09816-y Text en © Education Research Institute, Seoul National University 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Kan, Li
Degotardi, Sheila
Li, Hui
The impact of COVID-19 on the delivery of preservice teacher education: a scoping review
title The impact of COVID-19 on the delivery of preservice teacher education: a scoping review
title_full The impact of COVID-19 on the delivery of preservice teacher education: a scoping review
title_fullStr The impact of COVID-19 on the delivery of preservice teacher education: a scoping review
title_full_unstemmed The impact of COVID-19 on the delivery of preservice teacher education: a scoping review
title_short The impact of COVID-19 on the delivery of preservice teacher education: a scoping review
title_sort impact of covid-19 on the delivery of preservice teacher education: a scoping review
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9763799/
http://dx.doi.org/10.1007/s12564-022-09816-y
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