PropertyValue
?:abstract
  • This case study explores how teacher education curriculum in a college in Israel responded to the Covid-19 outbreak. The article focuses on the clinical component of the preservice curriculum (practice teaching and methods courses). It reveals that curriculum became malleable in two major ways: there was (1) a shift to learner-centered well-being and social emotional learning (SEL); and (2) an adaptation of teaching methods. The Covid-19 shutdown imposed a restructuring of the content, sequence, and scope of the curriculum. While certain topics were omitted or reduced in scope, others-especially those related to digital instruction-were introduced or expanded. Pedagogy instructors also began to attend to their students\' well-being by introducing SEL contents and activities. This response during challenging times revealed teacher educators\' adaptability, resilience, and agency. The Covid-19 breakout transformed the curriculum from a traditional pre-planned and structured syllabus to one that is more responsive, dynamic, and malleable.
is ?:annotates of
?:creator
?:journal
  • Prospects_(Paris)
?:license
  • unk
?:publication_isRelatedTo_Disease
?:source
  • WHO
?:title
  • The response of clinical practice curriculum in teacher education to the Covid-19 breakout: A case study from Israel
?:type
?:who_covidence_id
  • #947047
?:year
  • 2020

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