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ABSTRACT
How big was the loss of professional competence development of prospective teachers in field experiences during the COVID-19 pandemic? To quantitatively estimate the effects of school closures in early 2020 on the outcomes of field experiences, we conducted comparative analyses of the development of perceived teaching competence of teacher students in a one-semester school internship. Prospective teachers in the internship affected by COVID-19-related school closures showed a significantly lower development of perceived competencies regarding teaching skills, classroom management and assessment compared to prospective teachers in the previous typical internship, but a greater development of perceived ICT-competencies. However, when pandemic-affected teacher students were involved in new forms of teaching with their school mentors, hardly any differences to a typical internship were observed.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Christoph Vogelsang
Christoph Vogelsang is a post-doctoral researcher at the Paderborn Centre of Educational Research and Teacher Education – PLAZ Professional School at Paderborn University, Germany. He is leader of the junior research group PERFORM-LA (Performance-orientied professionalisation in teacher education).
Christoph Wiethoff
Christoph Wiethoff is a senior researcher and lecturer at the Department of Education at Paderborn University, Germany. His current research interests include field experiences and systemic coaching in schools and teacher education.