European Journal of Teacher Education 

About: European Journal of Teacher Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Teacher education & Higher education. It has an ISSN identifier of 0261-9768. Over the lifetime, 1160 publications have been published receiving 28159 citations.

Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany

Abstract: As in many countries worldwide, as part of the consequences of the COVID-19 pandemic lockdown schools in Germany closed in March 2020 and only partially re-opened in May. Teachers were confronted with the need to adapt to online teaching. This paper presents the results of a survey of early career teachers conducted in May and June 2020. First, we analysed the extent to which they maintained social contact with students and mastered core teaching challenges. Second, we analysed potential factors (school computer technology, teacher competence such as their technological pedagogical knowledge, and teacher education learning opportunities pertaining to digital teaching and learning). Findings from regression analyses show that information and communication technologies (ICT) tools, particularly digital teacher competence and teacher education opportunities to learn digital competence, are instrumental in adapting to online teaching during COVID-19 school closures. Implications are discussed for the field of teacher education and the adoption of ICT by teachers.

Teacher education around the world: What can we learn from international practice?

Abstract: This article describes teacher education in jurisdictions around the world that have well-developed systems for teacher development It examines teacher education policies and practices in Australi

COVID-19 and teacher education: a literature review of online teaching and learning practices

Abstract: The COVID-19 pandemic has impacted education at all levels in various ways. Institutions and teacher educators had to quickly respond to an unexpected and ‘forced’ transition from face-to-face to r...

The development of student teachers’ professional identity

Abstract: This study focuses on student teachers’ perceptions of their professional identity. The respondents are students enrolled in a three‐year course in secondary education teaching at bachelor level. Questionnaires were filled out by first‐year, second‐year and third‐year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self‐efficacy. In the first five months of the first‐year course, a shift in students’ task orientation was observed: students developed a more pupil‐centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long‐term educational qualification targets and self‐efficacy decreased. Students with work placement experience developed a more ‘realistic’ view of learning and teaching compared to students without this experience. A final important difference in professional identity is bas...

Newly qualified teachers’ professional digital competence: implications for teacher education

Abstract: The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practic...