Was 2021-2022 an annus horribilis for teacher educators? Reflections on a survey of teacher educators

Wood, P ORCID: https://orcid.org/0000-0002-9707-0501 and Quickfall, A, 2024. Was 2021-2022 an annus horribilis for teacher educators? Reflections on a survey of teacher educators. British Educational Research Journal. ISSN 0141-1926

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Abstract

The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high-stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre-service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands-Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). Journal of Applied Psychology, 86(3), 499–512, 10.1037//0021-9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well-being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long-term sustainability of the role of teacher educator is in question.

Item Type:	Journal article
Publication Title:	British Educational Research Journal
Creators:	Wood, P. and Quickfall, A.
Publisher:	Wiley
Date:	16 April 2024
ISSN:	0141-1926
Identifiers:	Number Type 10.1002/berj.4017 DOI 1885982 Other
Rights:	© 2024 the authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
Divisions:	Schools > Nottingham Institute of Education
Record created by:	Jonathan Gallacher
Date Added:	17 Apr 2024 13:41
Last Modified:	17 Apr 2024 13:41
Related URLs:	Publisher
URI:	https://irep.ntu.ac.uk/id/eprint/51268

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