ABSTRACT

The impact of the COVID-19 pandemic gave rise to swift and unprecedented changes in practice in pre-service teacher preparation programmes. Providers of pre-service education have made pragmatic adaptations to course provision, including adopting the practice of ‘remote’ visits to schools to assess pre-service teachers during practicum and to meet and discuss the pre-service teachers’ practice with school-based mentors. Taking the form of a case study, this paper explores the views of University Tutors in relation to the impact of the use of remote school visits on the training experience. Seven University Tutors from a university in the North West of England delivering a Secondary Postgraduate Certificate in Education Course with Qualified Teacher Status responded to the invitation to participate. The data, gathered from written statements from participants, highlights that changing practices have seen increased opportunities for developing pre-service teachers’ autonomy and reflective practice and opportunities for University Tutors to ‘see’ mentors more frequently, and build relationships. There is evidence of shifts in agency that may have the possibility of enriching pre-service teachers’ experiences and facilitating opportunities for reflective practice and critical discussions. However, whilst the paper reports that shifts in agency within the training triad has the potential to be liberating, it also reports potential concerns with regard to equality within the training and assessment process. In accessing University Tutor voices about matters that involve them, this paper draws attention to both the challenges and opportunities faced by providers of pre-service education in the absence of accessing school settings.

摘要

COVID-19 大流行的影响在职前教师准备计划的实践中引起了迅速和前所未有的变化。职前教育的提供者已对课程提供进行了务实的调整，包括采用“远程”访问学校的做法，在实习期间评估职前教师，并与校本导师会面并讨论职前教师的实践. 本文以案例研究的形式，探讨了大学导师对使用远程学校访问对培训体验的影响的看法。来自英格兰西北部一所大学的七名大学导师响应了参与邀请，他们提供了具有合格教师资格的教育课程二级研究生证书。数据，从参与者的书面陈述中收集，强调不断变化的实践已经增加了发展职前教师的自主性和反思性实践的机会，以及大学导师更频繁地“看到”导师并建立关系的机会。有证据表明，机构的转变可能会丰富职前教师的经验，并促进反思实践和批判性讨论的机会。然而，虽然该论文报告称，培训三合会内机构的转变有可能带来解放，但它也报告了培训和评估过程中对平等的潜在担忧。在访问大学导师关于涉及他们的事项的声音时，