While challenges faced by school leaders during the COVID-19 pandemic have been extensively discussed, this article explores ways in which student teachers have demonstrated ‘adaptive expertise’ in response to a changing educational landscape that have enabled them to support schools during this public health emergency. Discerning school leaders have over the past twelve months looked to student teachers on school placement to demonstrate teacher leadership in supporting schools during the COVID-19 education crisis. This qualitative research draws on in-depth interviews with school leaders [10], co-operating teachers [10] and student teachers [10] across ten case study schools on a teacher education programme in Ireland. It highlights the way in which the COVID-19 pandemic has provided an impetus for the development of democratic pedagogical partnerships in ITE triggered by a need for collaborative engagement underpinned by responsive pedagogy and digital enhanced learning. The data also supports the view that the expertise that student teachers can offer schools in relation to their digital competence can significantly assist in fostering collaborative and reflective practice and bridge the perennial theory/practice divide.

尽管已经广泛讨论了学校领导在 COVID-19 大流行期间面临的挑战，但本文探讨了学生教师展示“适应性专业知识”以应对不断变化的教育环境的方式，使他们能够在这次突发公共卫生事件中为学校提供支持. 在过去的 12 个月里，有眼光的学校领导一直在学校安置方面寻求学生教师的帮助，以展示教师在 COVID-19 教育危机期间支持学校的领导能力。这项定性研究借鉴了对爱尔兰教师教育计划的十所案例研究学校的学校领导 [10]、合作教师 [10] 和学生教师 [10] 的深入访谈。它强调了 COVID-19 大流行为在 ITE 中发展民主教学伙伴关系提供动力的方式，这是由于需要以响应式教学法和数字增强学习为基础的协作参与而引发的。数据还支持这样一种观点，即学生教师可以为学校提供与其数字能力相关的专业知识，可以极大地帮助促进协作和反思实践，并弥合长期存在的理论/实践鸿沟。