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- Title
Demonstrations of adaptive expertise: a student teacher's innovative use of remote technologies during the pandemic.
- Authors
Dolan, Sean
- Abstract
Following an urgently implemented Covid lockdown that took many in the sector by surprise, students enrolled in initial teaching education programs were challenged to complete practicum placements. With early childhood centres forced to close, the teaching and learning environment for teachers, children and their families shifted to the online space. This narrative demonstrates how a Field Practice course from an initial teacher education provider in early childhood education was reimagined to acknowledge the innovative care and pedagogical practices that student teachers stepped into to meet course outcomes in a radically different teaching and learning environment. Making connections to current discourse on adaptive expertise as a desirable quality for student teachers to develop, this article describes the teaching experiences of one student during lockdown and how changes in the teaching and learning context, prompted a shift in her professional identity. Through working closely with the Associate Teacher and lecturer, the student was encouraged to collaborate with families from diverse communities to foster their participation in literacy activities in the new teaching environment. In meeting the Field Practice outcomes, the student teacher was able to realise opportunities for deep professional learning. The example is taken from New Zealand Tertiary College (NZTC), which has student teachers providing support for children and whānau throughout New Zealand.
- Subjects
NEW Zealand; CLASSROOM environment; STUDENT teachers; EARLY childhood education; PROFESSIONAL identity; TEACHER education; COMMUNITY involvement; PARTICIPATION
- Publication
He Kupu, 2022, Vol 7, Issue 1, p35
- ISSN
1179-6812
- Publication type
Article