Preparing Student Teachers Post-Pandemic: Lessons Learnt from Principals and Teachers in New Zealand and Germany

Autor/inn/en	Fletcher, Jo; Klopsch, Britta; Everatt, John; Sliwka, Anne
Titel	Preparing Student Teachers Post-Pandemic: Lessons Learnt from Principals and Teachers in New Zealand and Germany
Quelle	In: Educational Review, 74 (2022) 3, S.609-629 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fletcher, Jo) ORCID (Everatt, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2021.2007053
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Student Teachers; Secondary School Teachers; Elementary School Teachers; Principals; Preservice Teacher Education; Teacher Collaboration; Parent Teacher Cooperation; Blended Learning; Teaching Methods; Barriers; Parents; Distance Education; Access to Computers; New Zealand; West Germany + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Lehramtsstudiengang; Lehrerausbildung; Lehrerkooperation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Eltern; Distance study; Distance learning; Fernunterricht; Neuseeland
Abstract	This article reports on a joint research project across two countries, Germany and New Zealand, where there have been relatively successful measures in curbing the spread of the COVID-19 virus, though using somewhat different strategies given the different contexts with Germany being situated in centre of Europe and New Zealand being an island nation. Findings from semi-structured interviews with a total of 48 participants, comprising 14 primary school teachers, 12 primary school principals, 11 secondary school teachers and 11 secondary school principals in New Zealand and Germany are explored. These findings argue for teacher education courses to be reconsidered in terms of: (i) strategies to improve collaboration between teachers, and between teachers and parents, (ii) better preparation for the use of blended teaching methods that are motivational and appropriate for the tools available to learners, (iii) the need to recognise the potential challenges faced by individual children from differing backgrounds (economic, cultural and special needs), and ways to provide and access support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01