Continuity and Quality in Pre-Service Teacher Preparation Across Modalities

Core Principles in a Crisis Leadership Framework

Datos Bibliográficos

ID22045744
AutoresSharon Hadad (0000-0003-2099-3217, Ashkelon Academic College), Ina Blau (0000-0001-5695-7221, Open University of Israel, autor de correspondencia), Orit Avidov‐Ungar (0000-0002-0928-9280, Achva Academic College), Tamar Shamir‐Inbal (0000-0002-5237-5897, Open University of Israel), Tamar Shamir-Inbal (Department of Education and Psychology, The Open University of Israel, Ra’anana 43107, Israel), Alisa Amir (0009-0007-8131-0340, Achva Academic College)
Año2025
Volumen15
Número10
Páginas1355
Fecha de publicación2025-10-12
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15101355
OpenAlexW4415117510
IdiomaEN
Citas recibidas1
Referencias citadas51

Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductively to surface field-driven themes and deductively through two models: the ten evidence-based training principles synthesized by Hadad et al. and the six capacities of Striepe and Cunningham’s Crises Leadership Framework (CLF). Results show strong consensus on theory–practice integration, university–school partnerships, and collaborative learning, mapping chiefly to the CLF capacities of adaptive roles and stakeholder collaboration. Directors added practice-oriented priorities—authentic field immersion, formative feedback, and inclusive pedagogy—extending the crisis care and contextual influence dimensions. By contrast, policymakers uniquely stressed policy–academic co-decision-making, reinforcing complex decision-making at the system level. Reflective thinking skills and digital pedagogy, though prominent in the literature, were under-represented, signalling implementation gaps. Overall, the integrated model offers a crisis-ready blueprint for curriculum design, partnership governance, and digital capacity-building that can sustain continuity and quality in pre-service teacher education

Blueprint · Collaborative leadership · Conceptual framework · Curriculum · Elite · Formative assessment · General partnership · Stakeholder · Education and Critical Thinking Development · Teacher Education and Leadership Studies