Abstract
PurposeThis paper draws on Kauffman's theory of the “adjacent possible” to make sense of the practices which have emerged in response to school and university closures in Hong Kong and reflects on what opportunities exist in this current global crisis.Design/methodology/approachThis paper drew on qualitative data from two emergent practices – the e-practicum and co-teaching on an online platform – in a teacher preparation program at the University of Hong Kong. The data set included online teaching resources produced by student teachers (STs), reflections from STs, feedback from mentors and university tutors, interactions on an online platform and interviews with co-teaching team members.FindingsThe authors found “emergent practices” were developed in response to the pandemic by pushing the boundaries of existing practices and exploring the opportunities hovering at the edges of the possible. These practices were still evolving, but they contained elements that can morph into innovative practices in teacher preparation.Originality/valueThis paper provides a perspective on where opportunity in a crisis can be found and what innovation means in an educational context.
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