Today, many countries ensure that student teachers get into the real classrooms, practice in there, spend more time and translate theoretical knowledge into practice in schools during Initial Teacher Education. So that they can receive stronger support in the practicum process, and they can develop themselves. However, schools have been closed in so many countries due to the Covid-19 pandemic preventions. Therefore, countries have rearranged the teaching practicum process. The aim of this study, which was carried out with a systematic review, is to comparatively examine the teaching practicum processes of different countries during the Covid-19 pandemic. With a systematic review made according to certain criteria, teaching practicum in the Covid-19 in the countries of Australia, Canada (Ontario State), England, Greece, Hong Kong, Malaysia, Portugal, South Africa, Turkey, the United States of America (New York State) and Zimbabwe were examined. According to the findings, it has been seen that some countries have removed or stretched the teaching practicum requirement during the Covid-19, while some countries have carried out online teaching practicum (i) in K-12 schools, (ii) with peer learning, or (iii) using VR technology, and one country re-opened the schools after a short closure. Copyright © 2022 International Association of Educators.

The theory-practice divide' in teacher education can be viewed not simply as an acceptance of a body of knowledge but instead an acceptance of the teacher educator's authority to determine what is relevant educational theory. This research aimed to explore student teachers' views of educational theory' and how it was discursively positioned relative to their practice in an attempt to examine whether their acceptance or rejection of it was also related to accepting the authority of the teacher educator. Using one-to-one interviews with 23 student teachers and employing a discourse analysis, four categories of students emerged. The paper describes these four categories and discusses the implications of these findings for initial teacher education and our understanding of the theory-practice' gap.

The study involved student teachers enrolled in the Bachelor of Education English Language Programme at the Hong Kong Institute of Education. Students (N = 77) participated in a pilot study by electronically submitting their field experience portfolios in their third and fourth year of study. Student teachers were invited through e-mails to participate in focus group interviews. The purpose of this interview was to examine the merits and challenges of digitising the existing FE paper-based portfolio, using a digital portfolio platform, and to plan for future development using Technology Acceptance Model (TAM) as the research framework. All participants were required to create e-portfolios to showcase their achievements, the effects of actual system used led to long-term behavioural intention to use, diverging from the TAM's original model, which predicted actual system use. Student teachers either participated in a semi-structured interview (n = 7) or replied via e-mails (n = 2). The results indicated that attitude towards usage (ATU) evidenced a direct relationship to behavioural intention to use. Furthermore, for those who had mixed ATU, perceived usage was the determining factor. The findings provide insightful information not only for the next implementation phase of an e-portfolio, but also for those considering implementing e-portfolios.
[Copyright of Issues in Informing Science & Information Technology is the property of Informing Science Institute. Full article may be available at the publisher's website:
http://www.informingscience.us/icarus/journals/iisit/]