The impact of COVID-19 on the delivery of preservice teacher education: a scoping review

Li Kan; Sheila Degotardi; Hui Li

doi:10.1007/s12564-022-09816-y

The impact of COVID-19 on the delivery of preservice teacher education: a scoping review

Li Kan, Sheila Degotardi, Hui Li

Macquarie School of Education

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

Abstract

The COVID-19 pandemic and the ensuing lockdowns have transformed the mode of delivering preservice teacher education from face-to-face to online, causing unexpected challenges and difficulties. This scoping review aims to synthesize the empirical evidence to explore the reported effects of COVID-19 on preservice early-childhood teacher education programs. The search identified 17 studies in international peer-reviewed journals between February 2020 and February 2022. Four themes of concern emerged: program preparation, program delivery, teaching practicum, and psychological well-being. This study also identified literature gaps in online preservice teacher education and highlighted the need to conduct cross-country comparisons with large sample sizes.

Original language	English
Number of pages	14
Journal	Asia Pacific Education Review
DOIs	https://doi.org/10.1007/s12564-022-09816-y
Publication status	E-pub ahead of print - 20 Dec 2022

Keywords

COVID-19
preservice teacher education
early childhood education
online education
psychological well-being

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10.1007/s12564-022-09816-y

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The impact of COVID-19 on the delivery of preservice teacher education: a scoping review

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Keywords

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