Teaching Practicum during the COVID-19 Pandemic: A Comparison of the Practices in Different Countries
International Journal of Progressive Education
; 18(2):71-86, 2022.
Article
in English
| ProQuest Central | ID: covidwho-2058551
ABSTRACT
Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the COVID-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the COVID-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the COVID-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the COVID-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure.
ERIC, Current Index to Journals in Education (CIJE); Higher Education; Postsecondary Education; Comparative Education; Practicums; New York; Pandemics; Hong Kong; United Kingdom (England); Cooperative Learning; Malaysia; Foreign Countries; Portugal; Preservice Teachers; COVID-19; Greece; Canada; Turkey; Literature Reviews; South Africa; Zimbabwe; Technology Uses in Education; Preservice Teacher Education; Australia
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Collection:
Databases of international organizations
Database:
ProQuest Central
Type of study:
Reviews
/
Systematic review/Meta Analysis
Language:
English
Journal:
International Journal of Progressive Education
Year:
2022
Document Type:
Article
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