**5. Findings**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

was something that many of the teachers wanted to keep.

Jessica's context was the only secondary sector and she taught in the English method. Her teaching context held many students from challenging backgrounds. Already being faced with dynamic demographics, in remote and flexible contexts, engaging students with the content was a real challenge. Jessica took on a lot of personal responsibility to engage her students effectively in the remote and flexible

**4.2 Anabelle's experiences**

Once back in face-to-face contexts, the students discussed and socialised more than in the remote and flexible contexts. Tatainia was experiencing the first time in the classroom with the students face-to-face since remote and flexible learning. The teaching schedule became "less structured than what it would normally have been" and a focus was placed on wellbeing for the students and. From the stories and experiences that Tatainia heard from the students, she empathised with how each of them were feeling now that they were together in the classroom again. She returned to approaches of modelling responses and examples from her own experiences. This compelled others in the room to also support the peers needed it in the classroom.

Anabelle had experienced most of her placement during 2020 in a remote and flexible context. Upon returning to face-to-face teaching Anabelle had learned a lot about herself. She had learned that teaching could be successful in a structured and supportive way when in remote and flexible contexts. She started to consider how this style of teaching could be embedded more regularly in a face-to-face context, as it seemed viable for "real learning opportunities". Some challenges within the remote and flexible context stemmed from the teaching of specific subject content that was impeded by not being face-to-face. This was evident when teaching a novel with "intense themes". Anabelle noted that when teaching this novel in the physical classroom, the ways in which the students responded were "written all over their face". Online, it was less noticeable due to the lack of "videos on" and other documents open at once. In remote and flexible contexts, it was more difficult for her to "read the room" and notice when students were feeling uncomfortable around the content. This was mitigated through the use of chat functions and more surface level engagement, but the richness in discussion was lacking due to not being physically with the students. Being aware of the content herself enabled to enhance her understanding of whether the students might be feeling certain emotions around the text. This "feeling the sense" that others will feel the same way which Anabelle termed as empathy as you would in an approach that was applied in this context. Working with her mentor and the teaching team in remote and flexible contexts was a highlight for Anabelle. Overall, the relationships that she had forged with the teaching team were positive. She felt a level of comfort in both the face-to-face and remote and flexible contexts. Contributing to planning was not as easy remotely as it was in face-to-face contexts. Anabelle was aware that her supportive teachers had faced a large challenge of transitioning back to face-to-face contexts. Knowing this, Anabelle was "reading the vibe" and conscious of the feelings of the other teachers and her mentor before she would suggest any changes or provide insights to the planning that was already in progress. Once back to face-to-face contexts, Anabelle noticed that certain remote and flexible aspects had remained. School assemblies were conducted online and the team of teachers that she had worked with welcomed this. Anabelle had noted that there were enduring elements of remote and flexible learning and identified that this flexibility in design and delivery on-site

**162**

**4.3 Jessica's experiences**

#### **5.1 Case study analysis**

As stated in previous sections of this chapter, detailed discussions around themes that were identified within each reflective journal and subsequent case study highlighted non-academic capabilities. This was supported not so much around a theory of reflection, but more so on applying the notion of noticing. The non-academic capabilities that were identified when analysed included inference, empathy, creativity, deduction, adaptability and pivoting (see **Table 1**). As each capability was outlined, it is important to note that as they may work independently of one another within this chapter. The authors acknowledge that the capabilities also intertwine and in practice, can emerge as occurring in parallel to other capabilities.

#### *5.1.1 Inference*

Observable commonalities and differences across the three reflections were revealed when discussing the pattern of experiences regarding social disengagement in remote and flexible learning. Within Tatainia's reflections, despite the distance between herself and the students, there was an awareness of the disengagement of her students where she notes: "you could tell" when they were a disconnect in the teaching and learning. In contrast to Tatainia's experiences, Jessica states how difficult it was to "read the room" online. This is an interesting difference between the two pre-service teacher's reflections. The reflections highlight the ongoing struggle to engage with the students and the subsequent reflection on how to augment practice so that the next lesson would ensure a higher likelihood of success. Engagement and understanding are often judged through diagnostic discussions or conversations with students, but as the lack of engagement was increasing common across the pre-service teachers' experiences. The emergent capabilities of inference can be seen here when each pre-service teacher began assessing the lack of engagement and learning. Although, as the case studies suggest, this is commonly identified in a face-to-face context, identification of disengagement was difficult to distinguish in the remote and flexible context.

#### *5.1.2 Empathy*

Each of the three case studies demonstrated the aspect of teacher conscientiousness around the ways in which students were engaging, responding and feeling in a remote and flexible context and within the face-to-face learning environment. Tatainia, Anabelle and Jessica had all emphasised their concern around the impact that health and wellbeing was having on the student's development of content knowledge, engagement and understanding. They empathised with the emotional needs of the learners and this became a key component of each of the pre-service teachers planning considerations.

Each pre-service teacher found themselves again using the capabilities of inference in relation to the emotional state as a class, reflecting on their planning and pivoting the approach to their teaching. This was to further accommodate for student engagement and counterbalance the increased levels of student stress and anxiety during the time of remote and flexible learning. When teaching in remote and flexible contexts and moving back to face-to-face contexts, Tatainia, Anabelle and Jessica empathised with the ways in which students were transitioning. They focused particularly on the wellbeing of the students in both contexts and have considered that these needs will exist as they move into their first year of graduate teaching.

#### *5.1.3 Creativity*

As remote and flexible teaching occurred in an online environment, there is also the capability of creativity with the use of information communications technology (ICT) and the engagement with digital learning approaches. This became apparent through the ways in which Tatainia, Anabelle and Jessica all used these technologies to engage students through and can be located within each of the case studies. This creative approach to embedding ICT and upskilling in this space became a deeply embedded pedagogical approach within remote and flexible contexts. All three case studies reflected upon the importance of understanding and embedding digital technologies and ICT. Collectively, Tatainia, Anabelle and Jessica have shared the difficulty around not only maintaining engagement but also in gauging how the students were being able to take in the content around the topic. The approach to this engagement highlights the creative and critical capabilities within these pre-service teachers and illustrates that as teacher professionals, we must consistently find new ways to reach our students when the traditional modes of teaching are augmented, changed or completely abandoned.

#### *5.1.4 Deduction*

Additionally, commonalities within the three experiences showed an increased application of creativity when using digital technologies. Use of digital platforms

**165**

*Building Pre-Service Teacher Capabilities through Remote and Flexible Placement - A New…*

required the adaptation to this form of teaching, however, the use of activities, games and was each pre-service teacher expressed, interactive and engaging tasks were often drawn from digital websites and resources. Considerations around the engagement and enjoyment of the students was heightened particularly in remote and flexible contexts. Capabilities emerged as Tatainia, Anabelle and Jessica could not always be 'with' their students, they used methods of deduction and inference

An increased awareness of the students as individuals and collectively, their cultural and social backgrounds were of high importance to Tatainia, Anabelle and Jessica. Throughout each case study, it was the students that were central to each pre-service teacher's decisions in planning and developing their teaching approaches. This was evident within remote and face-to-face teaching contexts. Student voice and choice appeared paramount for all three pre-service teachers. The relationship building and collaboration was commonly associated with their mentors and other teaching staff. Although there was not always opportunities to work alongside one another, engagement occurred through online methods and modes. Their abilities within the online space was seen as a benefit and all three pre-service teachers were able to contribute in a meaningful way to the teaching of students in

Adaptability during remote learning was a key theme throughout the remote teaching context as preservice teachers had to judge, reflect and alter their perceptions and approaches to current styles of teaching. This led to the pre-service teachers redefining their perceptions of their roles within the context. All three pre-service teachers had to learn to adapt their practice in both remote and flexible contexts and face-to-face contexts. It was noticed that the practices of all three preservice teachers were undertaking included "teaching as more than talking" largely due to the mode in which they were teaching which did not allow for the teacher to apply this approach. The case study accounts from all three pre-service teachers shows the confronting nature of student wellbeing challenges. For Anabelle, when identifying the patterns in her case study, she reflected upon the notion of upskilling herself through professional development in order to adapt for a potential future teaching focus of student health and wellbeing. One example of this for Anabelle would be seeking out and attend mental health first aide courses will be an

What we have explored in this chapter has been the changes in practice in response to the online teaching mode for Anabelle, Tatainia and Jessica in this time of remote and flexible learning. From the shared analysis of their case studies and subsequent discussions between the authors, this has been termed as pivoting. When moving through the aforementioned emergent capabilities, each pre-service teacher could be seen to pivot their practice in order to further support their students, their planning and teaching practice and in supporting their in-service teacher peers.

The context in which Australian pre-service teachers were exposed to practical placement during the year 2020 was varied and diverse. As their practical

*DOI: http://dx.doi.org/10.5772/intechopen.96468*

both contexts.

*5.1.6 Pivoting*

**6. Conclusion**

*5.1.5 Adaptability*

imperative for the post-COVID world.

with their decisions around planning and teaching.

#### *Building Pre-Service Teacher Capabilities through Remote and Flexible Placement - A New… DOI: http://dx.doi.org/10.5772/intechopen.96468*

required the adaptation to this form of teaching, however, the use of activities, games and was each pre-service teacher expressed, interactive and engaging tasks were often drawn from digital websites and resources. Considerations around the engagement and enjoyment of the students was heightened particularly in remote and flexible contexts. Capabilities emerged as Tatainia, Anabelle and Jessica could not always be 'with' their students, they used methods of deduction and inference with their decisions around planning and teaching.

An increased awareness of the students as individuals and collectively, their cultural and social backgrounds were of high importance to Tatainia, Anabelle and Jessica. Throughout each case study, it was the students that were central to each pre-service teacher's decisions in planning and developing their teaching approaches. This was evident within remote and face-to-face teaching contexts. Student voice and choice appeared paramount for all three pre-service teachers. The relationship building and collaboration was commonly associated with their mentors and other teaching staff. Although there was not always opportunities to work alongside one another, engagement occurred through online methods and modes. Their abilities within the online space was seen as a benefit and all three pre-service teachers were able to contribute in a meaningful way to the teaching of students in both contexts.

#### *5.1.5 Adaptability*

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

and learning. In contrast to Tatainia's experiences, Jessica states how difficult it was to "read the room" online. This is an interesting difference between the two pre-service teacher's reflections. The reflections highlight the ongoing struggle to engage with the students and the subsequent reflection on how to augment practice so that the next lesson would ensure a higher likelihood of success. Engagement and understanding are often judged through diagnostic discussions or conversations with students, but as the lack of engagement was increasing common across the pre-service teachers' experiences. The emergent capabilities of inference can be seen here when each pre-service teacher began assessing the lack of engagement and learning. Although, as the case studies suggest, this is commonly identified in a face-to-face context, identification of

disengagement was difficult to distinguish in the remote and flexible context.

Each of the three case studies demonstrated the aspect of teacher conscientiousness around the ways in which students were engaging, responding and feeling in a remote and flexible context and within the face-to-face learning environment. Tatainia, Anabelle and Jessica had all emphasised their concern around the impact that health and wellbeing was having on the student's development of content knowledge, engagement and understanding. They empathised with the emotional needs of the learners and this became a key component of each of the pre-service

Each pre-service teacher found themselves again using the capabilities of inference in relation to the emotional state as a class, reflecting on their planning and pivoting the approach to their teaching. This was to further accommodate for student engagement and counterbalance the increased levels of student stress and anxiety during the time of remote and flexible learning. When teaching in remote and flexible contexts and moving back to face-to-face contexts, Tatainia, Anabelle and Jessica empathised with the ways in which students were transitioning. They focused particularly on the wellbeing of the students in both contexts and have considered that these needs will exist as they move into their first year of graduate teaching.

As remote and flexible teaching occurred in an online environment, there is also the capability of creativity with the use of information communications technology (ICT) and the engagement with digital learning approaches. This became apparent through the ways in which Tatainia, Anabelle and Jessica all used these technologies to engage students through and can be located within each of the case studies. This creative approach to embedding ICT and upskilling in this space became a deeply embedded pedagogical approach within remote and flexible contexts. All three case studies reflected upon the importance of understanding and embedding digital technologies and ICT. Collectively, Tatainia, Anabelle and Jessica have shared the difficulty around not only maintaining engagement but also in gauging how the students were being able to take in the content around the topic. The approach to this engagement highlights the creative and critical capabilities within these pre-service teachers and illustrates that as teacher professionals, we must consistently find new ways to reach our students when the traditional modes of teaching are augmented, changed or completely abandoned.

Additionally, commonalities within the three experiences showed an increased application of creativity when using digital technologies. Use of digital platforms

**164**

*5.1.4 Deduction*

*5.1.2 Empathy*

*5.1.3 Creativity*

teachers planning considerations.

Adaptability during remote learning was a key theme throughout the remote teaching context as preservice teachers had to judge, reflect and alter their perceptions and approaches to current styles of teaching. This led to the pre-service teachers redefining their perceptions of their roles within the context. All three pre-service teachers had to learn to adapt their practice in both remote and flexible contexts and face-to-face contexts. It was noticed that the practices of all three preservice teachers were undertaking included "teaching as more than talking" largely due to the mode in which they were teaching which did not allow for the teacher to apply this approach. The case study accounts from all three pre-service teachers shows the confronting nature of student wellbeing challenges. For Anabelle, when identifying the patterns in her case study, she reflected upon the notion of upskilling herself through professional development in order to adapt for a potential future teaching focus of student health and wellbeing. One example of this for Anabelle would be seeking out and attend mental health first aide courses will be an imperative for the post-COVID world.

#### *5.1.6 Pivoting*

What we have explored in this chapter has been the changes in practice in response to the online teaching mode for Anabelle, Tatainia and Jessica in this time of remote and flexible learning. From the shared analysis of their case studies and subsequent discussions between the authors, this has been termed as pivoting. When moving through the aforementioned emergent capabilities, each pre-service teacher could be seen to pivot their practice in order to further support their students, their planning and teaching practice and in supporting their in-service teacher peers.

#### **6. Conclusion**

The context in which Australian pre-service teachers were exposed to practical placement during the year 2020 was varied and diverse. As their practical

placement settings changed from remote and flexible contexts back to face-to-face settings, this contextual duality brought with it an enduring change in their teaching practice. What emerged was an opportunity for an in-depth analysis of the formative acquisition of capabilities for pre-service teachers who were exposed to new pedagogical instruction throughout immense change. Although evidence-based measures and evaluation in the form of the Australian Professional Standards for Teachers remained for these pre-service teachers, it was the development of nonacademic capabilities that Tatainia, Anabelle and Jessica began to notice throughout their reflective journaling. Key non-academic capabilities to their approaches in their teaching were exceeding the measurement of academic capabilities due to the COVID-19 impacts on teaching and learning. It was as a result of this remote and flexible teaching experience that they were able to identify a new narrative around these non-academic capabilities and as seen in the case studies, this new narrative was impactful and enduring in their development as teachers.

The pre-service teacher's in-service teacher mentors worked alongside them throughout this experience. What emerged within these contexts was a new form of collaboration and collegiality from a remote setting that uncovered even more attributes for these pre-service teachers. This research brings to light the question of whether there is a need for exhaustive approaches to measurement and evaluation of teacher capabilities or qualities. This research instead brings to the surface a conversation around pre-service teacher empowerment in noticing, reflection and identification of capabilities that are, we argue, formatively emerging over time. It is the hope that this chapter inspires other pre-service teachers to develop their ability to notice through reflection and to continue this practice throughout their degree and beyond so that with this practice, linking context to experiences, an awareness of individual needs as teachers can become self-actualised and personalised for pre-service teachers. For the pre-service teachers within this chapter, it was through the action of noticing moments that they experienced throughout the analysis and discussion of their own and the reflective journals of their peers that allowed for their capabilities to be identified. As the teaching profession shifts into the post-COVID world with the focus on rebuilding student personal and social capabilities, in turn, a light may also be shone on noticing the ever-evolving new narratives of teacher capabilities.
