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‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?

Research output: Contribution to journalArticlepeer-review

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‘Come to a screeching halt’ : Can change in teacher education during the COVID-19 pandemic be seen as innovation? / Ellis, Viv; Steadman, Sarah; Mao, Qiming.

In: European Journal Of Teacher Education, Vol. 43, No. 4, 07.08.2020, p. 559-572.

Research output: Contribution to journalArticlepeer-review

Harvard

Ellis, V, Steadman, S & Mao, Q 2020, '‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation?', European Journal Of Teacher Education, vol. 43, no. 4, pp. 559-572. https://doi.org/10.1080/02619768.2020.1821186

APA

Ellis, V., Steadman, S., & Mao, Q. (2020). ‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation? European Journal Of Teacher Education, 43(4), 559-572. https://doi.org/10.1080/02619768.2020.1821186

Vancouver

Ellis V, Steadman S, Mao Q. ‘Come to a screeching halt’: Can change in teacher education during the COVID-19 pandemic be seen as innovation? European Journal Of Teacher Education. 2020 Aug 7;43(4):559-572. https://doi.org/10.1080/02619768.2020.1821186

Author

Ellis, Viv ; Steadman, Sarah ; Mao, Qiming. / ‘Come to a screeching halt’ : Can change in teacher education during the COVID-19 pandemic be seen as innovation?. In: European Journal Of Teacher Education. 2020 ; Vol. 43, No. 4. pp. 559-572.

Bibtex Download

@article{2fc8cc6a7bff43d2a2252e166cf070a1,
title = "{\textquoteleft}Come to a screeching halt{\textquoteright}: Can change in teacher education during the COVID-19 pandemic be seen as innovation?",
abstract = "Based on interviews with a global sample of ITE leaders, this paper explores whether the changes forced on institutions and individuals as a result of the COVID-19 global pandemic can be classed as innovation. The paper goes beyond collating the various practical and organisational changes the ITE leaders made and instead focuses on the kind of changes enacted around the world and whether and how these changes can be seen as adding new value to historical ITE practices. Given the consistency of responses evident across the sample of teacher education leaders around the world, the paper concludes with a discussion of potentially global implications of the shifts in ITE practices reported and suggests that COVID-19 has indeed stimulated an innovative stance often perceived to be lacking in the sector.",
keywords = "Bruno Latour, COVID-19, Initial teacher education, innovation, practice",
author = "Viv Ellis and Sarah Steadman and Qiming Mao",
year = "2020",
month = aug,
day = "7",
doi = "10.1080/02619768.2020.1821186",
language = "English",
volume = "43",
pages = "559--572",
journal = "European Journal Of Teacher Education",
issn = "0261-9768",
publisher = "Routledge",
number = "4",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - ‘Come to a screeching halt’

T2 - Can change in teacher education during the COVID-19 pandemic be seen as innovation?

AU - Ellis, Viv

AU - Steadman, Sarah

AU - Mao, Qiming

PY - 2020/8/7

Y1 - 2020/8/7

N2 - Based on interviews with a global sample of ITE leaders, this paper explores whether the changes forced on institutions and individuals as a result of the COVID-19 global pandemic can be classed as innovation. The paper goes beyond collating the various practical and organisational changes the ITE leaders made and instead focuses on the kind of changes enacted around the world and whether and how these changes can be seen as adding new value to historical ITE practices. Given the consistency of responses evident across the sample of teacher education leaders around the world, the paper concludes with a discussion of potentially global implications of the shifts in ITE practices reported and suggests that COVID-19 has indeed stimulated an innovative stance often perceived to be lacking in the sector.

AB - Based on interviews with a global sample of ITE leaders, this paper explores whether the changes forced on institutions and individuals as a result of the COVID-19 global pandemic can be classed as innovation. The paper goes beyond collating the various practical and organisational changes the ITE leaders made and instead focuses on the kind of changes enacted around the world and whether and how these changes can be seen as adding new value to historical ITE practices. Given the consistency of responses evident across the sample of teacher education leaders around the world, the paper concludes with a discussion of potentially global implications of the shifts in ITE practices reported and suggests that COVID-19 has indeed stimulated an innovative stance often perceived to be lacking in the sector.

KW - Bruno Latour

KW - COVID-19

KW - Initial teacher education

KW - innovation

KW - practice

UR - http://www.scopus.com/inward/record.url?scp=85090457059&partnerID=8YFLogxK

U2 - 10.1080/02619768.2020.1821186

DO - 10.1080/02619768.2020.1821186

M3 - Article

AN - SCOPUS:85090457059

VL - 43

SP - 559

EP - 572

JO - European Journal Of Teacher Education

JF - European Journal Of Teacher Education

SN - 0261-9768

IS - 4

ER -

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