dc.contributor.author | Hvalby, Mette | |
dc.date.accessioned | 2024-01-09T12:38:38Z | |
dc.date.available | 2024-01-09T12:38:38Z | |
dc.date.created | 2023-11-29T05:20:07Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Hvalby, M. (2023) Suitability assessments in teacher education during and post the COVID-19 pandemic – an impact on professional development. Frontiers in Education, 8 | en_US |
dc.identifier.issn | 2504-284X | |
dc.identifier.uri | https://hdl.handle.net/11250/3110621 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Frontiers Media S.A | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | utdanningsvitenskap | en_US |
dc.subject | lærerutdanning | en_US |
dc.title | Suitability assessments in teacher education during and post the COVID-19 pandemic – an impact on professional development | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2023 The Author(s). | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.volume | 8 | en_US |
dc.source.journal | Frontiers in Education | en_US |
dc.identifier.doi | 10.3389/feduc.2023.1233058 | |
dc.identifier.cristin | 2204595 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |