ABSTRACT

The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing ‘pedagogic agility’. Despite the relocation to newly-formed online spaces, many principles and ‘intentionalities’ of practice remained unchanged, as did the teacher educators’ orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a ‘missing’ practicum.

摘要

由于Covid-19大流行，英格兰的大学和学校停课，与此同时，许多学前班学生开始了最后的实习。这项研究的重点是对教师教育者提出的挑战。本文使用定性研究方法和空间地理学的概念，探讨了随着教学法的去除而使教学法如何将学习社区迁移到新的在线空间。既定的做法迅速改变，教育者表现出“教学敏捷性”。尽管迁移到了新形成的在线空间，但实践的许多原则和“意图”仍然保持不变，教师教育者的价值观也是如此。总体而言，在（g）本地层面开发的一些创新教学方法既有相同又有差异。