Educating future teachers amidst pandemic: A systematic review of teacher educators’ experiences and practices in times of COVID-19

Abstract

Due to the unprecedented impact of the COVID-19 pandemic, teacher educators in initial teacher education (ITE) transitioned to emergency remote teaching with limited notice and preparation time. This shift motivated various research documenting the changes and responses of ITE during this period. As such, it provides a chance to consolidate existing studies, offering an evidence-based overview of findings in this area. Consequently, this systematic review examines the experiences and practices of teacher educators in ITE during the shift to alternative learning modalities due to the COVID-19 pandemic. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines identified 35 empirical studies worldwide conducted between January 2020 and May 2023. Using inductive thematic analysis, patterns emerged regarding (a) challenges faced by teacher educators, (b) teaching and learning implications, (c) supporting future teachers, (d) strengthening connections and partnerships, and (e) reflexivity and resilience of teacher educators. Findings indicate that teacher educators adapted and developed innovative practices to cope with the new experiences, which will have lasting implications for ITE.