Abstract
There is a strong focus to connect theory with practice in initial teacher education (ITE). This discussion paper explores how we shifted teaching modes and assessment tasks in light of the Coronavirus Pandemic (COVID-19) when digital technologies were unexpectedly catapulted to the main delivery mode for the preparation of future teachers. During this time, connecting theory to authentic practice became a complicated issue. Globally, teacher educators were faced with the challenge of providing authentic learning opportunities for ITE without the ability to be physically present in school and classroom environments. Tertiary institutions were swiftly and unprecedently required to re-think and re-imagine their pedagogical practices. This change affected the self-efficacy and confidence of many academics who were underprepared for this major shift in teaching as they created, transitioned and implemented online material for their students under strict timelines. Our reflections in this paper present a guide and example for others to follow.
Highlights
This discussion paper shares how a teaching team of two academics were able to modify authentic face-to-face teaching and assessment tasks within a subject in an undergraduate teacher education degree at the University of Wollongong (UOW), Australia in the midst of the COVID-19 pandemic
Due to restrictions associated with the COVID-19 pandemic, the subject was altered for the 2020 cohort so that students received the same benefits as previous cohorts while completing the subject remotely
This paper will demonstrate that with a little creative thinking and some technological know-how, students in an initial teacher education (ITE) degree can receive high calibre, authentic learning experiences in digital environments and that COVID-19 has reinforced that educators remain ever-resilient and adaptable
Summary
This discussion paper shares how a teaching team of two academics were able to modify authentic face-to-face teaching and assessment tasks within a subject in an undergraduate teacher education degree at the University of Wollongong (UOW), Australia in the midst of the COVID-19 pandemic. Integrating theory and practice within initial teacher education (ITE) is an effective way to incorporate real world experience for pre-service teachers (PSTs) (students within ITE degrees), but it has been seen to increase learner engagement [5]. This integration of theory and practice may be supported through work-integrated learning (WIL) activities and professional experience (PEx) placements wherein PSTs enter a workplace and learn and apply the skills that are necessary upon graduation, enhancing graduate employability skills and transferability [6]. Green) adapted an undergraduate initial teacher education subject to mediate the impact of the COVID-19 pandemic on their students’ learning This required creativity and strategic changes to ensure high quality experiences for the students in the midst of these circumstances. We share feedback from students that has informed our decision making processes moving forward
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