Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: 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
Author(s): Rushton, Elizabeth A.C.
Murtagh, Lisa
Ball-Smith, Claire
Black, Bryony
Dunlop, Lynda
Gibbons, Simon
Ireland, Kate
Morse, Rachele
Reading, Catherine
Scott, Carole
Contact Email:
Keywords: Education
Initial teacher education
classroom readiness
school placement
online teaching and learning
Issue Date: 28-Nov-2022
Date Deposited: 11-Aug-2023
Citation: Rushton 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.
Abstract: n 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.
DOI Link: 10.1080/02607476.2022.2150840
Rights: © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Licence URL(s):

This item is protected by original copyright

A file in this item is licensed under a Creative Commons License Creative Commons

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.