Suitability assessments in teacher education during and post the COVID-19 pandemic – an impact on professional development

Abstract

Introduction: Suitability assessment of Norwegian pre-service teachers is carried out by teacher educators, and the mentors’ professional practices play a key role in these processes. This study aims to explore how the Covid-19 pandemic has influenced suitability assessment practices of pre-service teachers. The purpose of the suitability assessment is to ensure that vulnerable groups, such as students in schools, encounter teachers who are suitable for a professional practice. The process of growing suitability includes professional development, while suitability assessment of pre-service teachers intends to strengthen the quality of teacher education programs.

Methods: Two sets of data collection methods are underpinning the arguments in this qualitative study. Data were collected in 2022 from a survey with a sample of 162 mentors in teacher education attending three universities. Thereafter, in-depth interviews were conducted with three Heads of suitability assessment from the same universities as the mentors. The triangulation aimed to reduce bias and increase the validity.

Results: The impact the pandemic has had on the suitability assessment practices is expressed in four findings: (1) a weaker basis for the assessment, (2) continuing health issues, (3) delayed professional development among pre-service teachers, and (4) differences among the universities.

Recommendations: Implications for education programs for mentoring including knowledge of the procedures of suitability assessments, and a closer collaboration between all teacher educators involving systematically evaluation of pre-service teachers are indicated for future teacher education.