Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship

References

• Besa, K. S., and M. Büdcher. 2014. “Empirical Evidence on Field Experiences in Teacher Education: A Review of the Research Base.” In Schulpraktika in der Lehrerbildung: Theoretische Grundlagen, Konzeptionen, Prozesse Und Effekte [School Placements in Teacher Education: Theoretical Foundations, Concepts, Processes and Effects], edited by K. H. Arnold, A. Gröschner, and T. Hascher, 129–146. Münster: Waxmann.
   Google Scholar
• Biermann, A., J. Karbach, F. M. Spinath, and R. Brünken. 2015. “Investigating Effects of the Quality of Field Experiences and Personality on Perceived Teaching Skills in German Pre-Service Teachers for Secondary Schools.” Teaching and Teacher Education 51: 77–87. doi:10.1016/j.tate.2015.06.005.
   Web of Science ®Google Scholar
• Biesta, G. 2011. “Disciplines and Theory in the Academic Study of Education: A Comparative Analysis of the Anglo-American and Continental Construction of the Field.” Pedagogy, culture & society 19 (2): 175–192. doi:10.1080/14681366.2011.582255.
   Google Scholar
• Blömeke, S., J. E. Gustafsson, and R. J. Shavelson. 2015. “Beyond Dichotomies: Competence Viewed as a Continuum.” Zeitschrift für Psychologie 223 (1): 3–13. doi:10.1027/2151-2604/a000194.
   Web of Science ®Google Scholar
• Clarke, A., V. Triggs, and W. Nielsen. 2014. “Cooperating Teacher Participation in Teacher Education: A Review of the Literature.” Review of Educational Research 84 (2): 163–202. doi:10.3102/0034654313499618.
   Web of Science ®Google Scholar
• Cohen, E., R. Hoz, and H. Kaplan. 2013. “The Practicum in Preservice Teacher Education: A Review of Empirical Studies.” Teaching Education 24 (4): 345–380. doi:10.1080/10476210.2012.711815.
   Google Scholar
• Consuegra, E., N. Engels, and K. Struyven. 2014. “Beginning Teachers’ Experience of the Workplace Learning Environment in Alternative Teacher Certification Programs: A Mixed Methods Approach.” Teaching and Teacher Education 42: 79–88. doi:10.1016/j.tate.2014.05.001.
   Web of Science ®Google Scholar
• Coolican, M., J. C. Borras, and M. Strong. 2020. “Argentina and the COVID-19: Lessons Learned from Education and Technical Colleges in Buenos Aires Province.” Journal of Education for Teaching 46 (4): 484–496. doi:10.1080/02607476.2020.1802204.
   Web of Science ®Google Scholar
• Darling-Hammond, L., R. Chung, and F. Frelow. 2012. “Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers to Teach?” Journal of Teacher Education 53 (4): 286–302. doi:10.1177/0022487102053004002.
   Google Scholar
• Darling-Hammond, L., and M. E. Hyler. 2020. “Preparing Educators for the Time of COVID … and Beyond.” European Journal of Teacher Education 43 (4): 457–465. doi:10.1080/02619768.2020.1816961.
   Web of Science ®Google Scholar
• Ferdig, R. E., E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza. 2020. Teaching, Technology, and Teacher Education During the Covid-19 Pandemic: Stories from the Field. Waynesville, NC, USA: Association for the Advancement of Computing in Education.
   Google Scholar
• Gröschner, A. 2015. Erfassung der bildungswissenschaftlichen Kompetenzeinschätzung im Praktikum: KLiP-Kompaktskalen [Assessment of perceived pedagogical competence during field experiences: KLiP- short scales]. Paderborn/Jena: Universität Paderborn.
   Google Scholar
• Gröschner, A., and C. Schmitt. 2012. “Kompetenzentwicklung im Praktikum? Entwicklung eines Instruments zur Erfassung von Kompetenzen und Ergebnisse einer Befragung von Lehramtsstudierenden im betreuten Blockpraktikum [Development of competence in field experiences? An instrument to measure self-perceived pedagogical competencies and results of a study with pre-service teachers].” Lehrerbildung auf dem Prüfstand 5 (2): 112–128.
   Google Scholar
• Gröschner, A., C. Schmitt, and T. Seidel. 2013. “Veränderung subjektiver Kompetenzeinschätzungen von Lehramtsstudierenden im Praxissemester [Changes in perceived competence of prospective teachers in a practical semester].” Zeitschrift für pädagogische Psychologie 27 (1–2): 77–86. doi:10.1024/1010-0652/a000090.
   Google Scholar
• Gwet, K. L. 2008. “Computing Inter-Rater Reliability and Its Variance in the Presence of High Agreement.” The British Journal of Mathematical and Statistical Psychology 61 (1): 29–48. doi:10.1348/000711006X126600.
   PubMed Web of Science ®Google Scholar
• Hadar, L. L., O. Ergas, B. Alpert, and T. Ariav. 2020. “Rethinking Teacher Education in a VUCA World: Student Teachers’ Social-Emotional Competencies During the Covid-19 Crisis.” European Journal of Teacher Education 43 (4): 573–586. doi:10.1080/02619768.2020.1807513.
   Web of Science ®Google Scholar
• Hammerstein, S., C. König, T. Dreisörner, and A. Frey. 2021. “Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review.” Frontiers in Psychology 12. doi:10.3389/fpsyg.2021.746289.
   PubMed Web of Science ®Google Scholar
• Hill, J. B. 2021. “Pre-Service Teacher Experiences During COVID 19: Exploring the Uncertainties Between Clinical Practice and Distance Learning.” Journal of Practical Studies in Education 2 (2): 1–13. doi:10.46809/jpse.v2i2.18.
   Google Scholar
• Hoffman, J. V., M. M. Wetzel, B. Maloch, E. Greeter, L. Taylor, S. DeJulio, and S. K. Vlach. 2015. “What Can We Learn from Studying the Coaching Interactions Between Cooperating Teachers and Preservice Teachers?: A Literature Review.” Teaching and Teacher Education 52: 99–112. doi:10.1016/j.tate.2015.09.004.
   Web of Science ®Google Scholar
• Holtz, P., and T. Gnambs. 2017. “The Improvement of Student Teachers’ Instructional Quality During a 15-Week Field Experience: A Latent Multimethod Change Analysis.” Higher Education 74 (4): 669–685. doi:10.1007/s10734-016-0071-3.
   Web of Science ®Google Scholar
• Jin, M. 2022. “Preservice Teachers’ Online Teaching Experiences During COVID-19.” Early Childhood Education Journal 1–11. doi:10.1007/s10643-022-01316-3.
   PubMedGoogle Scholar
• Kang, H. 2020. “The Role of Mentor Teacher–Mediated Experiences for Preservice Teachers.” Journal of Teacher Education 72 (2): 251–263. doi:10.1177/0022487120930663.
   Web of Science ®Google Scholar
• Kidd, W., and J. Murray. 2020. “The Covid-19 Pandemic and Its Effects on Teacher Education in England: How Teacher Educators Moved Practicum Learning Online.” European Journal of Teacher Education European Journal of Teacher Education 43 (4): 542–558. doi:10.1080/02619768.2020.1820480.
   Web of Science ®Google Scholar
• KMK (Kultusministerkonferenz) 2019. „Standards für die Lehrerbildung: Bildungswissenschaften - Beschluss der Kultusministerkonferenz vom 16.12.2004 i. d. F. vom 16.05.2019 [Standards for teacher education: Educational sciences - Resolution of the KMK of 16.12.2004 as amended on 16.052019].“.https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung-Bildungswissenschaften.pdf
   Google Scholar
• König, J., D. J. Jäger-Biela, and N. Glutsch. 2020. “Adapting to Online Teaching During COVID-19 School Closure: Teacher Education and Teacher Competence Effects Among Early Career Teachers in Germany.” European Journal of Teacher Education 43 (4): 608–622. doi:10.1080/02619768.2020.1809650.
   Web of Science ®Google Scholar
• La Velle, L., S. Newman, C. Montgomery, and D. Hyatt. 2020. “Initial Teacher Education in England and the Covid-19 Pandemic: Challenges and Opportunities.” Journal of Education for Teaching 46 (4): 596–608. doi:10.1080/02607476.2020.1803051.
   Web of Science ®Google Scholar
• Mayring, P. 2004. Qualitative Content Analysis.“in a Companion to Qualitative Research, edited by U. Flick, E. von Kadorff, and I. Steinke. 159–176. London: SAGE.
   Google Scholar
• Mohamad Nasri, N., H. Husnin, S. N. D. Mahmud, and L. Halim. 2020. “Mitigating the COVID-19 Pandemic: A Snapshot from Malaysia into the Coping Strategies for Pre-Service Teachers’ Education.” Journal of Education for Teaching 46 (4): 546–553. doi:10.1080/02607476.2020.1802582.
   Web of Science ®Google Scholar
• Moorhouse, B. L., and M. C. Tiet. 2021. “Attempting to Implement a Pedagogy of Care During the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study.” Studying Teacher Education 17 (2): 208–227. doi:10.1080/17425964.2021.1925644.
   Web of Science ®Google Scholar
• MSB (Ministerium für Schule und Bildung NRW) 2010. Rahmenkonzeption zur strukturellen und inhaltlichen Ausgestaltung des Praxissemesters im lehramtsbezogenen Masterstudiengang [Framework for the structure and content of the practical semester in Master’s Programmes for teaching].“ https://www.zfsl.nrw.de/KRE/Download/Rahmenkonzeption_Praxissemester_2010.pdf
   Google Scholar
• Page, T. M. 2015. “Common Pressures, Same Results?: Recent Reforms in Professional Standards and Competencies in Teacher Education for Secondary Teachers in England, France and Germany.” Journal of Education for Teaching 41 (2): 180–202. doi:10.1080/02607476.2015.1011900.
   Web of Science ®Google Scholar
• Perry, T., M. Findon, and P. Cordingley. 2021. “Remote and Blended Teacher Education: A Rapid Review.” Education Sciences 11 (8): 453. doi:10.3390/educsci11080453.
   Web of Science ®Google Scholar
• Ronfeldt, M., and M. Reininger. 2012. “More or Better Student Teaching?” Teaching and Teacher Education 28 (8): 1091–1106. doi:10.1016/j.tate.2012.06.003.
   Web of Science ®Google Scholar
• Scull, J., M. Phillips, U. Sharma, and K. Garnier. 2020. “Innovations in Teacher Education at the Time of COVID19: An Australian Perspective.” Journal of Education for Teaching 46 (4): 497–506. doi:10.1080/02607476.2020.1802701.
   Web of Science ®Google Scholar
• Sepulveda-Escobar, P., and A. Morrison. 2020. “Online Teaching Placement During the COVID-19 Pandemic in Chile: Challenges and Opportunities.” European Journal of Teacher Education 43 (4): 587–607. doi:10.1080/02619768.2020.1820981.
   Web of Science ®Google Scholar
• Totter, A., and C. Wyss. 2019. “„opportunities and Challenges of E-Portfolios in Teacher Education. Lessons Learnt.” Research on Education and Media 11 (1): 69–75. doi:10.2478/rem-2019-0010.
   Google Scholar
• Ulrich, I., F. Klingebiel, A. Bartels, R. Staab, S. Scherer, and A. Gröschner. 2020. “Wie wirkt das Praxissemester im Lehramtsstudium auf Studierende? Ein systematischer Review [How does the practical semester in teacher education affect teacher students?” In A Systematic Review].“in praxissemester Im Lehramtsstudium in Deutschland: Wirkungen Auf Studierende [The Practical Semester in Teacher Education in Germany: Impact on Teacher Students], edited by I. Ulrich and A. Gröschner, 1–66. Wiesbaden: Springer VS.
   Google Scholar
• Verloop, N., J. Van Driel, and P. Meijer. 2001. “Teacher Knowledge and the Knowledge Base of Teaching.” International Journal of Educational Research 35 (5): 441–461. doi:10.1016/S0883-0355(02)00003-4.
   Google Scholar
• Zeichner, K. 2010. “Rethinking the Connections Between Campus Courses and Field Experiences in College-And University-Based Teacher Education.” Journal of Teacher Education 61 (1–2): 89–99. doi:10.1177/0022487109347671.
   Web of Science ®Google Scholar