Abstract
Teacher education programmes, nationally and internationally, are unique both at the undergraduate and graduate levels. Specifically, in the Bahamian educational system, they are designed to produce certified K-12 teachers who demonstrate academic and professional excellence in a variety of subject areas. These programmes incorporate a theoretical component and a culminating practical experience that requires pre-service teachers to be evaluated on the quality of their teaching. Normally the culminating experience has been completed in the traditional face-to-face setting. However, the onset of COVID-19 resulted in an immediate imposition of a virtual teaching practicum. This integrated literature review explores the challenges pre-service teachers faced and the support systems they needed during a virtual teaching practicum and addresses implications for practice in a Bahamian setting.
Highlights
Teacher education programmes globally are tasked with the responsibility for producing quality teachers to meet the demands of the K-12 educational system
Despite the teacher preparation programme option, Hollins and Warner (2021) stated it is imperative that the teacher education programme is coherent with all course work and clinical experiences based on a vision
This paper is critical because it provides a robust synthesis of the literature regarding pre-service teacher challenges and support systems for virtual teaching and teaching practicums
Summary
Teacher education programmes globally are tasked with the responsibility for producing quality teachers to meet the demands of the K-12 educational system. Especially as a direct result of COVID-19, educational systems globally were unexpectedly mandated to transition from face-to-face to a virtual learning environment; teacher education programmes and practicums were not an exception. This has resulted in many challenges for the preservice teachers, teacher education programmes, and tertiary institutions. This paper is critical because it provides a robust synthesis of the literature regarding pre-service teacher challenges and support systems for virtual teaching and teaching practicums
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