This paper examines the impact and implications on initial teacher education (ITE) of the crisis brought about by the Covid-19 lockdown of schools and universities from the perspectives of four university providers in England. The start of the pandemic meant that, in England, schools were closed to all but vulnerable pupils and the children of 'key workers', and so the normal placements of students in teacher education (ITE students) could not continue. The 'virtualisation' of the ITE programmes by, in some cases, both schools and universities, raised significant issues of both equity and pedagogy. The loss of time on school placement had the effect of lost opportunities for practising teaching but increasing the time for reading and reflection. We consider the effects on a teacher education programme when the practicum experience is abruptly curtailed, yet the programme is able to continue in a different way. We present a model framework for a new digital pedagogy for ITE and discuss the opportunities and affordances available as the post-Covid educational landscape emerges, and suggest that the Covid-19 crisis provides an opportunity to reflect on the idea that practicum experience may be a necessary but not, in itself, a sufficient condition for teacher learning.
This paper seeks to use a corpus-based analysis of assessment commentaries on Master's level assignments to shed light on the guidance practices of those who provide feedback. The analysis offers a set of functional categories that emerge from the corpus and uses these to consider the degree of transparency evident in the commentaries. Based on this analysis, the paper discusses implications for feedback providers and offers suggestions for diminishing power imbalances and for re-placing the student writer at the centre of academic discourse. In doing so, I hope to enhance the value placed on individuals' academic contributions and facilitate the process of induction into the academic discourse community, through a notion of critical inclusion, as opposed to a prescriptive notion of convention adoption.
This article offers a framework for the analysis of temporal context, an analysis of synchronic context with diachronic relevance. It seeks to look at the way in which temporal context operates on a number of levels to help construct the ways in which individuals and groups understand their social worlds. Aspects considered include the immediate and medium-term sociopolitical contexts, the contemporary sociopolitical individuals, organizations and structures and the more long-term temporal context which includes the various assumptions of order, structures of inclusion and exclusion and generally how a society legitimates itself and achieves its social identity. In addition to the analytical tool considered, the article also posits some methodological implications for research in this area.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.