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Irish Educational Studies Volume 40, 2021 - Issue 2: COVID-19 and Education: Positioning the Pandemic; Facing the Future. Guest Editors: Tony Hall, Delma Byrne, Audrey Bryan, Karl Kitching, Déirdre Ní Chróinín, Catriona O'Toole and Joan Addley
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Articles

Preservice teachers’ experiences of pandemic related school closures: anti-structure, liminality and communitas

Irene WhiteSchool of Human Development, DCU Institute of Education, Dublin City University, Dublin, IrelandCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-3643-0654View further author information
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Majella McSharrySchool of Human Development, DCU Institute of Education, Dublin City University, Dublin, IrelandORCID Iconhttps://orcid.org/0000-0001-8987-2267View further author information
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Pages 319-327 | Received 26 Feb 2021, Accepted 07 Apr 2021, Published online: 23 May 2021

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Ann-Marie Young, Melanie Ní Dhuinn, Eamonn Mitchell, Neil Ó Conaill & Julie Uí Choistealbha. (2022) Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities. Journal of Education for Teaching 48:4, pages 459-474.
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Audrey Doyle, Enda Donlon, Marie Conroy Johnson, Elaine McDonald & PJ Sexton. Re-envisioning pre-service teachers’ beliefs and feelings about assessment: the important space of authentic assignments. European Journal of Teacher Education 0:0, pages 1-21.
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Gözde Şensoy Murt & Özgür Erdur-Baker. Career-related concerns and opportunities in the times of COVID-19 pandemic among preservice teachers. European Journal of Teacher Education 0:0, pages 1-17.
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Articles from other publishers (7)

Fredy R. Rodríguez‐Mejía, Elizabeth K. Briody, Ethan L. Copple & Edward J. Berger. (2024) The missing study groups: Liminality and communitas in the time of COVID‐19. Annals of Anthropological Practice 48:1, pages 107-129.
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Martin Johnson & Victoria Coleman. (2023) Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England. Research in Education.
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Elaine Keane, Niamh Flynn & Carmen Kealy. (2023) Addressing the needs of marginalised young people through school-based catch-up interventions during COVID-19: A case study from Ireland. Equity in Education & Society 2:2, pages 138-156.
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C Bäckström, R Knez, M Fahlgren, M Synnergren & V Larsson. (2022) In the need of a digital cicerone in healthcare? – Guidance for parents. BMC Pregnancy and Childbirth 22:1.
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Crystal Machado & Yao Fu. 2022. Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms. Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms 16 36 .
María Beatriz Fernández, Ilich Silva-Peña, Loreto Fernández & Catalina Cuenca. (2022) When the Invisible Makes Inequity Visible: Chilean Teacher Education in COVID-19 Times. Education Sciences 12:5, pages 360.
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Debra Edwards, Phillip Britton & Meredith Fettling. 2022. School-University Partnerships—Innovation in Initial Teacher Education. School-University Partnerships—Innovation in Initial Teacher Education 57 72 .

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