“Pandemic” lessons on constraints, enablers, and preservice teachers’ training (mis)alignment in physical education teacher education
DOI:
https://doi.org/10.47197/retos.v64.107839Keywords:
COVID-19;, teacher education, distance learning, professional development, teaching skillsAbstract
Introduction: the COVID-19 pandemic significantly affected all spheres of social life, particularly in education (schools and higher education). It is particularly important to study the specific context of physical education preservice teachers’ professional training, as they serve as a critical vehicle for the renewal of teaching practices in schools.
Objective: this study examined the school placement teaching experiences of physical education Preservice teachers during the pandemic and assessed the potential shortcomings/strengths of their course unit learning experiences (first-course year) and their effect on the subsequent school placement teaching practices (second-course year). Methodology: twenty-eight Preservice teachers enrolled in their school placement, 10 cooperating teachers, and one university supervisor participated in this qualitative and longitudinal study. Data was collected via multiple sources and thematically analyzed.
Results: the main constraints to Preservice teachers’ practices included shortcomings in the teacher education program, pandemic and school restrictions, and technological barriers. The enablers were: teaching strengths fostered by the teacher education program, training alignment and pedagogical opportunities and school restrictions.
Discussion: (preservice) teachers' digital empowerment, creativity and teaching adaptability and regulatory flexibility in schools were novel findings.
Conclusions: universities must adjust their teacher training programs to the swift nature of real-life problems and local conditions physical education Preservice teachers find in their placement practice.
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