Caring for preservice teachers' professional and personal growth during and after COVID
Caring for preservice teachers' professional and personal growth during and after COVID
The pastoral aspects of teachers’ role are well-established, as are their relationships with students (O’Connor, 2008). The role extends beyond the cognitive aspects of learning to the affective domain and the impact this has upon student learning and wellbeing more generally. In addition, an increasing body of literature addresses the health and wellbeing of preservice teachers (see, for example, Manning et al., 2019; Philpott, 2015). The COVID-19 pandemic has made us pay more attention to, and try to more deeply understand, care for preservice teachers. The dual academic and professional nature of teacher education programs put a great deal of demand on students, many of whom are still in their early 20s. For many, there are both job stresses from placements alongside academic stresses from coursework, an extremely demanding combination. How to care for our preservice teachers as we navigate the
COVID-19 pandemic is the focus of this chapter.
preservice teacher education, care, covid 19
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
deWinter, James
977e520f-2ddc-4d04-a042-106e1dca5519
3 August 2022
Hyde, Rosalyn
a8c0ae26-bcbf-4ce4-96cc-16fe07447f8e
deWinter, James
977e520f-2ddc-4d04-a042-106e1dca5519
Hyde, Rosalyn and deWinter, James
(2022)
Caring for preservice teachers' professional and personal growth during and after COVID.
In,
Shoffner, Melanie and Webb, Angela W.
(eds.)
Reconstructing Care in Teacher Education after COVID-19: Caring Enough to Change.
Routledge.
Record type:
Book Section
Abstract
The pastoral aspects of teachers’ role are well-established, as are their relationships with students (O’Connor, 2008). The role extends beyond the cognitive aspects of learning to the affective domain and the impact this has upon student learning and wellbeing more generally. In addition, an increasing body of literature addresses the health and wellbeing of preservice teachers (see, for example, Manning et al., 2019; Philpott, 2015). The COVID-19 pandemic has made us pay more attention to, and try to more deeply understand, care for preservice teachers. The dual academic and professional nature of teacher education programs put a great deal of demand on students, many of whom are still in their early 20s. For many, there are both job stresses from placements alongside academic stresses from coursework, an extremely demanding combination. How to care for our preservice teachers as we navigate the
COVID-19 pandemic is the focus of this chapter.
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hyde de winter Ch. 13
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Published date: 3 August 2022
Keywords:
preservice teacher education, care, covid 19
Identifiers
Local EPrints ID: 468956
URI: http://eprints.soton.ac.uk/id/eprint/468956
PURE UUID: bcdb5b23-47e7-45e9-a784-df5c72930fd6
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Date deposited: 02 Sep 2022 17:59
Last modified: 17 Mar 2024 02:54
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Contributors
Author:
James deWinter
Editor:
Melanie Shoffner
Editor:
Angela W. Webb
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