Voices in Education: Considering the Impact of COVID-19 on Teacher Education--What Really Matters?

Autor/inn/en	Martin, Linda E.; Mulvihill, Thalia M.
Titel	Voices in Education: Considering the Impact of COVID-19 on Teacher Education--What Really Matters?
Quelle	In: Teacher Educator, 56 (2021) 3, S.205-216 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mulvihill, Thalia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2021.1938849
Schlagwörter	Stellungnahme; COVID-19; Pandemics; Teacher Education Programs; Barriers; Teacher Educators; Educational Change; Teacher Competencies; Teacher Role; Social Justice; Student Diversity; School Closing; Educational Technology; Technology Uses in Education; Online Courses; Preschool Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lehrkunst; Lehrerrolle; Soziale Gerechtigkeit; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Pre-school education; Vorschulerziehung
Abstract	In this article, members of "The Teacher Educator" editorial advisory board consider the state of teacher education in today's universities through these questions: (1) What do you believe might be the lasting impact of COVID-19 on teachers and how teacher education might change? (2) What really matters for teacher educators in the wake of COVID-19? What are some of the most concerning issues that need to be considered? and (3) What opportunities might these disruptions hold for teacher education? (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01