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dc.contributor.authorRushton, Elizabeth A.C.en_UK
dc.contributor.authorMurtagh, Lisaen_UK
dc.contributor.authorBall-Smith, Claireen_UK
dc.contributor.authorBlack, Bryonyen_UK
dc.contributor.authorDunlop, Lyndaen_UK
dc.contributor.authorGibbons, Simonen_UK
dc.contributor.authorIreland, Kateen_UK
dc.contributor.authorMorse, Racheleen_UK
dc.contributor.authorReading, Catherineen_UK
dc.contributor.authorScott, Caroleen_UK
dc.description.abstractn the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.en_UK
dc.publisherInforma UK Limiteden_UK
dc.relationRushton EA, Murtagh L, Ball-Smith C, Black B, Dunlop L, Gibbons S, Ireland K, Morse R, Reading C & Scott C (2022) Reflecting on 'classroom readiness' in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK. <i>Journal of Education for Teaching</i>, 49 (4), pp. 551-568.
dc.rights© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.en_UK
dc.subjectInitial teacher educationen_UK
dc.subjectclassroom readinessen_UK
dc.subjectschool placementen_UK
dc.subjectonline teaching and learningen_UK
dc.titleReflecting on 'classroom readiness' in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UKen_UK
dc.typeJournal Articleen_UK
dc.citation.jtitleJournal of Education for Teachingen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.funderEconomic and Social Research Councilen_UK
dc.contributor.affiliationUniversity College Londonen_UK
dc.contributor.affiliationUniversity of Manchesteren_UK
dc.contributor.affiliationUniversity of Yorken_UK
dc.contributor.affiliationUniversity of Sheffielden_UK
dc.contributor.affiliationUniversity of Yorken_UK
dc.contributor.affiliationKing's College Londonen_UK
dc.contributor.affiliationUniversity of Warwicken_UK
dc.contributor.affiliationUniversity of Southamptonen_UK
dc.contributor.affiliationDurham Universityen_UK
dc.contributor.affiliationUniversity College Londonen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorRushton, Elizabeth A.C.|0000-0002-6981-8797en_UK
local.rioxx.authorMurtagh, Lisa|en_UK
local.rioxx.authorBall-Smith, Claire|en_UK
local.rioxx.authorBlack, Bryony|en_UK
local.rioxx.authorDunlop, Lynda|0000-0002-0936-8149en_UK
local.rioxx.authorGibbons, Simon|en_UK
local.rioxx.authorIreland, Kate|en_UK
local.rioxx.authorMorse, Rachele|en_UK
local.rioxx.authorReading, Catherine|en_UK
local.rioxx.authorScott, Carole|en_UK
local.rioxx.projectProject ID unknown|Economic and Social Research Council|
local.rioxx.filenameReflecting on classroom readiness in initial teacher education in a time of global pandemic from the perspectives of eight university providers from.pdfen_UK
Appears in Collections:Faculty of Social Sciences Journal Articles

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