Journal of Education for Teaching

International research and pedagogy

ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/cjet20

COVID-19 and its effects on teacher education in

Ontario: a complex adaptive systems perspective

Shirley Van Nuland , David Mandzuk , Krista Tucker Petrick & Terri Cooper

To cite this article: Shirley Van Nuland , David Mandzuk , Krista Tucker Petrick & Terri
Cooper (2020) COVID-19 and its effects on teacher education in Ontario: a complex
adaptive systems perspective, Journal of Education for Teaching, 46:4, 442-451, DOI:
10.1080/02607476.2020.1803050

To link to this article: https://doi.org/10.1080/02607476.2020.1803050

Published online: 06 Aug 2020.

Submit your article to this journal

Article views: 5839

View related articles

View Crossmark data

Citing articles: 5 View citing articles

Full Terms & Conditions of access and use can be found at

https://www.tandfonline.com/action/journalInformation?journalCode=cjet20
JOURNAL OF EDUCATION FOR TEACHING
2020, VOL. 46, NO. 4, 442–451
https://doi.org/10.1080/02607476.2020.1803050

COVID-19 and its effects on teacher education in Ontario: a

complex adaptive systems perspective
Shirley Van Nulanda, David Mandzukb, Krista Tucker Petrickc and Terri Cooperd
a
Ontario Tech University, Oshawa, Ontario, Canada; bUniversity of Manitoba, Winnipeg, Manitoba, Canada;
c
York University, Toronto, Ontario, Canada; dPeel District School Board, Mississauga, Ontario, Canada

ABSTRACT ARTICLE HISTORY

Teacher education in Ontario, Canada has had to respond to a Received 19 June 2020
myriad of challenges presented by the COVID-19 crisis, particularly Accepted 27 July 2020
after government authorities decided to close schools until stu­ KEYWORDS
dents and faculty could return safely. In this paper, we examine COVID-19; teacher
some of the major challenges that are being faced by teacher education; Ontario Canada;
educators as they prepare for September 2020, struggling to re- complex adaptive systems;
imagine teaching and learning remotely. We also examine the challenges, access, support
issues facing teacher education using the lens of ‘complex adaptive
systems’, systems that are unpredictable, have many interacting
parts, and are characterised by constant uncertainty both from
within and particularly from outside. Some issues affecting teacher
education and teacher educators causing this uncertainty in
Ontario include 1) access to effective online connection and sup­
port, 2) educator professional development for online learning, 3)
conversion of face-to-face courses to successful online courses, and
4) the recognition of student teachers’ practica experiences.
Although this article provides a snapshot of the Ontario context
and the challenges it currently faces in teacher education, it also
presents some solutions, and by thinking of the context as an
example of a complex adaptive system, it also holds out hope for
the future.

Introduction
This paper provides an overview of how the Canadian province of Ontario has responded
to the pandemic and the effects that those responses have had on teacher education in
the province. At the end of the paper, we will make the case that a complex adaptive
systems framework (Bennett and Lemoine 2014; Pelc 2017) is helpful for understanding
the events that have occurred to date, the challenges we currently face, and the benefits
we might actually accrue in the long run as a result of the uncertainty and disequilibrium
we face today.
The Novel Coronavirus disease (COVID-19) first arrived in Canada in January 2020; from
late January to early March, the virus was linked with travel to a country that reported
many cases of COVID-19. On 11 March the World Health Organisation (WHO) declared that
a pandemic has occurred (Ducharme 2020) and by that time, cases of community

CONTACT Shirley Van Nuland shirley.vannuland@uoit.ca

© 2020 International Review of Finance Ltd.
 JOURNAL OF EDUCATION FOR TEACHING 443

transmission were confirmed in Canada (Slaughter 2020). Shortly thereafter, all provinces1
and territories2 declared states of emergency or health emergency orders.
To varying degrees, the provinces and territories closed schools, colleges, universi­
ties, and early childhood day-care centres; prohibited gatherings; closed non-essential
businesses; and restricted entry to provinces and territories (Chouinard 2020). Crossing
Canadian borders was severely restricted; travellers entering from all countries were
barred with some exceptions (e.g. citizens and permanent residents returning to
Canada, or essential workers for cross border travel with the United States). Canada’s
federal Minister of Health invoked the Quarantine Act on March 25th, legally requiring all
travellers (excluding essential workers) returning to Canada to self-isolate for 14 days.
The intent with issuing state of emergency or health emergency orders (Dawson 2020),
was to ‘flatten the curve’. Since that time, some lessening of the restrictions has
occurred but many still exist or will be reinstituted as regional outbreaks of COVID-19
occur.
Since the declaration of the state of emergency, federal and provincial/territorial
government officials have provided updates from medical and political perspectives.
While these daily reports have much information about the number of new COVID-19
cases, the number of individuals who recovered, the number who have died, and the
financial supports available to individuals experiencing economic hardship, they have also
increased anxiety and unrest for Canadians. This includes those involved in education and
for the purposes of this paper, teacher educators and others involved in teacher
education.

Introduction to education in Canada

For those unfamiliar with the Canadian context, education in Canada falls within a federal
system of shared powers given that Canada’s Constitution Act of 1867 provides provinces
the assigned legislative authority in all education matters. Specifically, Section 93 states
that ‘In and for each Province the Legislature may exclusively make Laws in relation to
Education, subject and according to the following Provisions: (1) Nothing in any such Law
shall prejudicially affect any Right or Privilege with respect to Denominational Schools
which any Class of Persons have by Law in the Province at the Union; . . .’ (Government of
Canada 2020). In other words, Canada’s provinces and territories have authority to make
laws that relate to education subject to certain safeguards for denominational schools. In
the country’s thirteen jurisdictions (ten provinces and three territories), the responsibility
to organise, deliver, and assess education at elementary, secondary, and tertiary levels lies
with provincial or territorial departments or ministries of education.
Accordingly, Canada does not have a federal department of education or integrated
national system of education. Therefore, the significant differences in curriculum, assess­
ment, governance, and accountability policies are addressed by each province and
territory individually keeping in mind the geography, history, language, culture, and
corresponding specialised needs of the populations (e.g., Indigenous, French) served
(Council of Ministers of Education Canada 2008). This decentralisation of education
applies equally to faculties of education who, in Canada, deliver Initial Teacher
Education (ITE). Although education officials across the various jurisdictions have
obviously been in contact with one another, due to the decentralised nature of education
444 S. VAN NULAND ET AL.

in Canada, each jurisdiction has responded to the COVID-19 crisis in slightly different ways
that address its immediate context and supported the needs of its specific population.
Ontario’s Response to the Declaration of a State of Emergency
The province of Ontario, the second largest and most populous of the provinces and
territories, gave notice that all educational institutions (i.e., schools, school boards, uni­
versities) would close effective 17 March. Elementary and secondary schools had begun
their annual ‘March Break’ on 16 March but knew on 13 March that they would not return
to schools until 5 April at the earliest (Stone, Gray, and Alphonso 2020) with eventual
closure until September 2020 (Office of the Premier 2020). Universities3 closed their face-
to-face classes effective 13 March and began to transition to online learning shortly
thereafter. Closing classes also meant that labs, tutorials, and mid-term/final examinations
were cancelled or postponed. All in-person events were cancelled with several universities
pivoting quickly to similar virtual events.
With university classes cancelled in mid-March, students had three weeks of classes,
followed by three weeks of examinations, practica placements, and other activities to com­
plete their coursework, since the university’s semester generally is completed by 30 April.
Students soon realised that they would have to complete their coursework online and the
assessment of their work would follow a different path than previously discussed. For those
professor, teacher educators and lecturers not familiar with online teaching, this resulted in a
significant transition in preparing their coursework and assessing student progress.
University administrators also transitioned from face-to-face activities in the pre-
COVID-19 time and began to suspend services. Early on, many campuses and their
operations (e.g., libraries, residences) continued to function, but services (e.g., campus
health centres) closed quickly. Within days, libraries closed and Registrars’ offices and
Student Life departments began to work virtually. Each day, universities developed and
then communicated decisions that had been taken on a wide variety of matters from
amendments to university grading policies, restricted access to university buildings,
examination deferrals and provision of supports for international students, etc., (Ontario
Tech University 2020) and new contingency plans that had been developed. Since no one
had experienced such a volatile, uncertain, complex, and ambiguous (Bennett and
Lemoine 2014) situation before, responses from the decisionmakers who had to comply
with government directives appeared to change by the moment using the best informa­
tion available at the time.
Ontario’s teacher educators also had to respond to a myriad of challenges presented
by the COVID-19 crisis, particularly after the Government of Ontario decided to close
schools until students and faculty could return safely in September 2020. With such
uncertainty ahead, many struggled to re-imagine how to teach and learn remotely.
Some of the issues that affected them the most which we will discuss here are: 1) access
to effective online connection and support, 2) educator professional development for
online learning, 3) conversion of face-to-face courses to successful online courses, and 4)
the recognition of student teachers’ practica experiences.

Access to effective online connection and support

Without adequate technology and infrastructure, the process of moving to an online
presence was very challenging. Academics are first and foremost academics, and often are
 JOURNAL OF EDUCATION FOR TEACHING 445

not familiar with the technology required to conduct online courses or to develop
webinars and resource materials for student learning, unless this is their particular area
of expertise.
Online learning requires adequate bandwidth service and technology for educational
opportunities in rural, remote and underserved areas of Ontario. With the vastness of this
province (1.076 million km2), many areas do not have sufficient reliable broadband and
cellular service to ensure the connectivity needed for students and teachers. The
Canadian Radio-television and Telecommunications Commission (CRTC) determined
that 12% of Ontario households in mostly rural, remote or northern areas are underserved
or unserved. Given the decisions made by universities currently for September 2020 (i.e.,
online learning as much as possible) and the same possibility for elementary and sec­
ondary schools ‘functioning remotely will continue to be a regular way of life for many in
this new environment, and fast reliable Internet will be critical’ (Northern Ontario Business
Staff 2020, para. 5). Without higher-speed Internet, students and academics cannot access
materials that support their learning and teaching.
While remote areas are most affected by the lack of services, some urban areas have
dead zones, pockets with no access to broadband Internet service. Where a turbo hub
connecting to Wi-Fi towers is available, ‘the connection is slow, the number of connec­
tions each tower can handle is limited and [users are] frequently disconnected’ (Lupton
2020, para. 4). Since ‘the CRTC recently designated both mobile and fixed broadband as
basic services for all Canadians’ (Sproule 2020, para. 5), each provincial/territorial and
federal government will need to expedite their plans to service these areas whether it be
through reliable satellite access services, fibre technology, or new technologies as they
are developed. Without this basic technology, not all of Ontario’s teacher educators and
student teachers will be able to engage in even, adequate online learning.

Educator professional development for online learning

Ontario’s declaration of its state of emergency closing all schools, colleges, and univer­
sities meant that the education of teachers and student teachers was severely affected by
the sudden closure of programs; in fact, some teacher education students received only
48 hours’ notice that their program would be online. Those who worked or had worked
previously in an online environment transitioned with little difficulty but those with
limited experience or no experience in online teaching and learning were severely
challenged. Universities increased the resources available (personnel and programs) to
support instructors as they grappled with their new reality. However, those without their
classwork online needed to navigate new learning for themselves often relying on their
colleagues, some of whom already overwhelmed with their own work.
Many universities were already using learning management systems (LMS) (e.g.,
Canvas, Google Meet, Moodle) that help administer, document, track, report, automate,
and deliver educational courses. Instructors determine the syllabus, lesson content, read­
ings, assignments and assessment rubrics to upload to the system. In these cases, student
teachers accessed materials as needed to use for their learning and completed the
assignments require for their courses.
University teaching and learning centres speedily rolled out manuals for the platforms
so academics could begin to create their web presence quickly if they did not already
446 S. VAN NULAND ET AL.

have one. Webinars to support these academics with applications to assist in helping their
students were established and posted online. Support sessions were scheduled as needed
but for some teacher educators, it was a very steep learning curve to simultaneously
create online teaching materials and try to understand the available technology. In recent
memory, never have teacher educators been expected to dramatically change their way
of teaching so abruptly.
While universities expected online teaching to occur immediately through the use of
their LMS platforms, the university teachers’ faculty associations expressed concern about
the toll this was taking on their members and how much extra work this kind of teaching
required. There were also issues regarding the lack of control of materials once posted
online but soon people realised that strict privacy settings could address this problem
(Brabazon, 2020). Concerns were also expressed with respect to student accessibility to
classes. Would the university systems be able to accommodate all students at the same
time especially with previous face-to-face classes with 200 students or more?
These ongoing professional development issues will require significant attention. For
teacher educators to be effective in providing successful online programs and instruction,
they will continue to require much support. For example, teacher educators and their
students can share screens in a presentation using Google slides or a video or collaborate
to ‘write/draw’ on the online whiteboard, but teacher educators will need to know how to
enact such skills and many are not comfortable at the present time. Other areas of
concern for professional development include: creating and sharing videos; managing
students in online courses; engaging students with asynchronous and synchronous
discussions; establishing a sense of community; generating ideas for increasing student
engagement online; and using hands-on activities online; etc. (Williams et al. 2020). While
teacher educators work with their students throughout the day, they do not always have
sufficient time to develop their own support in an environment that was hastily created
for them in this pandemic time. They require a community of support to transition from
face-to-face learning to just-in-time learning utilising wraparound services. Online learn­
ing requires peer-to-peer support and community building to succeed.

Conversion of face-to-face courses to successful online courses

Academic faculty teaching in initial teacher education programs knows that converting
their courses from face-to-face delivery to online delivery has been more involved than
just taking their lecture notes and adding them to a website. More time is necessary to
translate courses using alternative technologies and finding resources that can substitute
for more traditional methods such as class discussions or labs on campus. Systematic
design approaches such as ADDIE (analysis, design, development, implementation, and
evaluation) model (Trust and Pektas 2018) or the Curriculum, Review, Development, and
Implementation (CRDI) model (the planned process of continuously improving course,
program, and practice) model, and a diverse range of pedagogical practices (Webber and
Miller 2016) show early promise in the course conversion process.
Transforming assessment from face-to-face coursed to online format has also proven
to be challenging, yet variations of current in-class activities can be converted to online.
For, example, Campbella, Abeib, and Lucioa (2019) suggest that the one-minute paper be
used to assess teaching and learning effectiveness with students ‘identifying the most
 JOURNAL OF EDUCATION FOR TEACHING 447

important learning of the day and . . . additional or unanswered questions that the student
might have’ (p. 521), written in one minute as a brief, spontaneous student response. One
teacher educator verbally recorded her assessment of student teachers’ assignments
rather than the usual written feedback on assignments; this method allowed for more
detailed feedback. With thoughtful and critical reflection, many current methods of
assessment can be converted to online activity.
To translate courses traditionally delivered face-to-face to online format requires tools
that have the capacity and utility for task completion. Equipment and software to record,
edit, and publish online and support to complete these tasks is needed. Some universities
and faculty associations have developed a letter of understanding (e.g., COVID-19 Impact
on Course Development and Delivery between the Association of Professors of the
University of Ottawa and the University of Ottawa) related to this ‘exceptional period’. It
sets out the conditions of working online including a one-time fund of 1000. USD ‘to
facilitate the acquisition of equipment and services necessary for course development
and delivery’ (Association of Professors of the University of Ottawa 2020). From an equity
perspective, while universities acknowledge that teacher educators and perhaps student
teachers may have current computer models to develop/complete coursework, not all
have webcams, camcorders, wireless microphones, headphones, tripods, desk micro­
phones, etc., or adequate Wi-Fi to support course generation; a one-time fund would
assist.
Faculty have been advised to record time spent each day on the various parts of their
work, especially teaching so that they have some evidence of having done significant
extra work. This concern is related to any alteration in workload given the extra demands
placed on staff in preparing their courses and ensuring that the Collective Agreements are
upheld. University faculty associations have made it clear that their members are involved
with remote emergency learning in this pandemic period as an exceptional measure; this
type of teaching was meant as a stop gap measure for the time being (Brabazon, 2020)
and not as a replacement for ‘normal’ teaching. Their concern now centres on the
continuation of this form of teaching beginning in September 2020 and continuing into
2021 as is now being discussed by some institutions.

The recognition of student teachers’ practica experiences

As those involved in teacher education know, the practicum is an extremely important
and highly valued component of ITE programs (Darling-Hammond 2014). Moreover,
Ronfeldt, Schwartz, and Jacob (2014) have argued that future teachers’ preparedness
and persistence is increased when the requirements for practica and methods-related
coursework are increased. Programs that focus on the interconnectedness of practica and
methods coursework ensure that student teachers are well prepared to teach (Petrarca et
al. 2017).
During the pandemic, a key concern for teacher education and for student teachers has
been the completion of the practicum requirements that they must meet to be registered
and certified as teachers especially for those so close to concluding their ITE. In March,
some ITE programs across Canada were able to pivot to a virtual environment while
others simply stopped – in some cases, student teachers had already completed the
required number of weeks for certification but in other cases, programs, particularly those
448 S. VAN NULAND ET AL.

in small institutions with fewer resources, simply pressed pause on the practicum. While
not all jurisdictions have been able to state definitively what will take place when classes
resume, some have made interim decisions to support these future teachers. In Ontario,
the Ontario College of Teachers, the body that registers and certifies teachers in Ontario,
has reported that the Ontario Government amended the Teachers’ Qualification
Regulation. This means that applicants in ITE programs 'will not need to complete their
remaining practicum if they are unable to do so solely because of COVID-19 related school
closures' (Ontario College of Teachers 2020). The College defines ‘applicants’ as those
enrolled in one of Ontario’s faculties of education on, or after, 17 March, 2020. The College
realises that student teachers must follow the directives set by the state of emergency and
therefore, cannot complete their provincially mandated practicum of 80 days. This change
applies only to those candidates completing their program components by 31 December
2020 or the day after Ontario’s state of emergency is over (whichever is later) and is
available only to those who expect to be certified by 30 December 2023 (Ontario College
of Teachers 2020). In practical terms, this exemption requires that student teachers must
have completed at least part of their practicum requirements but interestingly, no mini­
mum number of completed days has been declared. One faculty of education has
recommended to its student teachers that they log what time they have spent in
supporting elementary and secondary school students by preparing and providing
instruction or learning activities for them. By logging the activities that they have
completed, they will be able to verify that they have participated actively in the learning
and teaching during the pandemic.
The College has further stated that ‘If Ontario applicants are not able to qualify for the
exemption, they must successfully complete their entire practicum requirement and meet
all applicable certification requirements in order to become certified’ (Ontario College of
Teachers 2020). This exemption applies only to the practicum component of the teacher
education program; all other components must be completed successfully for these
applicants to be certified (Ontario College of Teachers 2020).
Even though they knew no completion of outstanding days was required to be
registered and certified as teachers, it was indeed difficult for student teachers who
were so close to concluding their programs. Many student teachers wanted the experi­
ence to learn from their Associate Teachers during this extraordinary time. A number of
options could have been available to them such as choosing to learn/develop skills first-
hand that they were not expected to use in their earlier practicum placements; helping
their Associate Teachers navigate learning with technology that they may not have used
before; communicating with, encouraging, and providing support to students virtually;
developing relationships with students in a virtual environment; and learning new online
digital platforms. In many cases, student teachers’ roles actually would have changed
from being responsible for teaching to being the major support for their Associate
Teachers who oftentimes were overwhelmed by the uncertainty and ambiguity of having
to pivot to remote teaching so quickly.

Conclusion
Thinking of Ontario’s Initial Teacher Education Programs as Complex Adaptive Systems
 JOURNAL OF EDUCATION FOR TEACHING 449

It is clear that this pandemic has changed teacher education as we have come to
know it. We have in place some structures that, at least temporarily, will guide what we
do. We have determined some issues and have suggested some strategies that can
support teacher education in Ontario. All require other ways of thinking while the
normal face-to-face-classroom we understand will not be available, at least for the
immediate future. Access to effective online connection and support, educator profes­
sional development for online learning, conversion of face-to-face courses to successful
online courses, and the recognition of student teachers’ practica experiences are only a
few of the issues that those involved in initial teacher education will continue to
grapple with. Further research will need to be conducted on a variety of emerging
topics such as the technology and new associated skills that teacher educators and
their students will require in the future and the tools needed to sustain learning goals
and answer the ‘big-idea essential questions’ that will pervade education for decades to
come.
Developing positive relationships between student teachers and their students in class
is recognised as essential for good learning to occur when student teachers are on
practica/field experience. Student teachers want to ‘connect’ with their students. Thus,
creating meaningful practica experiences for student teachers where they are able to
connect with students when elementary and secondary schools are closed or have limited
numbers of students will continue to be challenging. The same can be said of the process
of observing student teachers during their practicum experiences. With teaching and
learning happening online for the foreseeable future, it will require all ITE programs in
Ontario to think differently about how to mentor and support student teachers during
these invaluable parts of their programs.
As August 2020 unfolds and the traditional beginning of the academic year in
September peers over the horizon, much uncertainty exists for Ontario’s ITE programs.
There is no vaccine at this time. There are lingering concerns about a second wave of
COVID-19 and there is no understanding about the effects that a September re-opening of
schools, colleges and universities will have on transmission and infection, and of course,
on teacher educators or student teachers.
This we do know – the volatility, uncertainty, complexity and ambiguity (Bennett and
Lemoine 2014) that teacher educators and student teachers have had to live with these
past few months will likely continue for the foreseeable future. As suggested earlier in this
paper, these attributes are characteristic of what are commonly known as complex
adaptive systems, systems that even at the best of times, are dynamic, have many moving
parts, and are forever teetering between a sense of equilibrium and disequilibrium. We
would argue that never has there been a time when initial teacher education programs
and their various partners in elementary and secondary school (K-12) systems and
universities have had to function amidst such uncertainty. Although it can be very over­
whelming to try to engage in meaningful teaching and learning at this time, there are
already hopeful signs and potential benefits. As this piece is being written, for example,
educators, professors and students alike, are being forced to be more adaptable, more
flexible, and more creative than they have probably ever been expected to be. This,
according to Hasinoff and Mandzuk (2018), Kelly (1998), and Pascale, Milleman, and Gioja
(2000), is a sign that we are all living on the ‘edge of chaos’, the ‘sweet spot’ for creativity
and innovation. Because of this, teacher education programs in Ontario and the teachers
450 S. VAN NULAND ET AL.

that they prepare will likely be stronger and more able to adapt to change than ever
before. So, while there is definitely cause for concern at this uncertain time in history, we
think that we should also take heart that as members of complex adaptive systems, we are
also reaping benefits that we may not even realise for years to come.

Notes
1. Province is defined as a principal administrative division. In Canada a province receives its
powers from the Constitution Act (1867, 1982). Each province has its own ‘sovereignty’ with
the Lieutenant Governor as its provincial representative of the Crown.
2. Territory is defined as an area of land under the jurisdiction of a ruler or state. In Canada, a
territory does not have the same constitutional status as a province; it is subject, in many
areas, to more direct control by the federal government. A territory does not have ‘sover­
eignty’ in the sense as a province. It has a commissioner since its authority and powers come
from the federal government and not the Constitution Act. With regard to education at the
elementary and secondary school levels (i.e., grades 1–12), the federal government delegates
this responsibility to the territorial governments. Since no northern territory university
currently (2020) has a program to deliver teacher education, each works and cooperates
with the provinces to ensure Initial Teacher Education is available.
3. In Ontario faculties of education are located in universities.

Disclosure statement
No potential conflict of interest was reported by the authors.

References
Association of Professors of the University of Ottawa. 2020. “Letter of Understanding.” June 30.
http://www.apuo.ca/wp-content/uploads/2020/07/COVID-19-Impact-on-Course-Development-
and-Delivery.pdf
Bennett, N., and G. J. Lemoine. 2014. “What VUCA Really Means for You.” Harvard Business Review 92
(1/2): 27.
Brabazon, H. 2020. “The Academy’s Neoliberal Response to COVID-19: Why Faculty Should Be Wary
and How We Can Push Back.” Academic Matters, June 19. https://academicmatters.ca/neoliberal-
response-to-covid-19/
Campbella, M., E. M. Abeib, and R. Lucioa. 2019. “The One-minute Paper as a Catalyst for Change in
Online Pedagogy.” Journal of Teaching in Social Work 39 (4–5): 519–533. doi:10.1080/
08841233.2019.1642977.
Chouinard, T. 2020. “Legault Ordonne La Fermeture de Lieux de Rassemblement.” LaPresse, March
15. https://www.lapresse.ca/covid-19/202003/15/01-5264756-legault-ordonne-la-fermeture-de-
lieux-de-rassemblement.php
Council of Ministers of Education Canada. 2008. “Education in Canada.” http://www.cmec.ca/
Publications/Lists/Publications/Attachments/64/Education-in-Canada2008.pdf
Darling-Hammond, L. 2014. “Strengthening Clinical Preparation: The Holy Grail of Teacher
Education.” Peabody Journal of Education 89 (4): 547–561. doi:10.1080/0161956X.2014.939009.
Dawson, T. 2020. “As the COVID-19 Panic Hits, Provinces Declared States of Emergency. Now Many
are up for Renewal.” National Post, April 15. https://nationalpost.com/news/provincial-states-of-
emergencies-were-issued-a-month-ago-most-are-coming-up-for-renewal
Ducharme, J. 2020. “World Health Organization Declares COVID-19 a ‘Pandemic.’ Here’s What that
Means.” Time, March 11. https://time.com/5791661/who-coronavirus-pandemic-declaration/
 JOURNAL OF EDUCATION FOR TEACHING 451

Government of Canada. 2020. “Constitution Act 1867, 1982.” July 14. https://laws-lois.justice.gc.ca/
eng/const/page-4.html#:~:text=Notwithstanding%20anything%20in%20this%20Act%2C%20the
%20Parliament%20of%20Canada%20may,and%20after%20the%20passing%20of
Hasinoff, S., and D. Mandzuk. 2018. Navigating Uncertainty: Sensemaking for Educational Leaders.
Leiden: Sense|Brill.
Kelly, K. 1998. New Rules for the New Economy: Ten Radical Strategies for a Connected World. New
York: Penguin Books.
Lupton, A. 2020. “Expensive, Unreliable Internet: Life in London’s Broadband Dead Zones.” CBC
News, May 28. https://www.cbc.ca/news/canada/london/expensive-unreliable-internet-life-in-lon
don-s-broadband-dead-zones-1.5580881
Northern Ontario Business Staff. 2020. “Provincial Investment to Boost Rural, Remote Access to
Broadband and Cellular.” Sudbury.com, June 5. https://www.sudbury.com/local-news/provincial-
investment-to-boost-rural-remote-access-to-broadband-and-cellular-2413481
Office of the Premier. 2020. “Ontario Extends School and Child Care Closures to Fight Spread of
COVID-19.” News release, March 31. https://news.ontario.ca/opo/en/2020/03/ontario-extends-
school-and-child-care-closures-to-fight-spread-of-covid-19.html?_ga=2.207124503.565845960.
1592056074-1740529241.1592056074
Ontario College of Teachers. 2020. “COVID-19: Information, Resources and FAQs.” https://www.oct.
ca/public/media/announcements/covid-19-news-and-resources#messagesapril8
Ontario Tech University. 2020. “COVID-19 Information.” https://ontariotechu.ca/coronavirus/
updates/index.php
Pascale, R. T., M. Milleman, and L. Gioja. 2000. Surfing the Edge of Chaos: The Laws of Nature and the
New Laws of Business. New York: Crown Business.
Pelc, S. 2017. “Marginality and Marginalization.” In Societies, Social Inequalities and Marginalization:
Marginal Regions in the 21st Century, edited by R. Chand, E. Nel, and S. Pelc, 13–28. Cham: Springer
International Publishing.
Petrarca, D., J. Hughes, J. Laffier, M. DiGiuseppe, and S. Van Nuland. 2017. “Making a Vision Come to
Life: Changing How We “Do” Pre-service Teacher Education Program at UOIT.” In Initial Teacher
Education in Ontario: The First Year of Four-Semester Teacher Education Programs, edited by D.
Petrarca and J. Kitchen, 203–216. Ottawa: Canadian Association for Teacher Education.
Ronfeldt, M., N. Schwartz, and B. Jacob. 2014. “Does Pre-service Preparation Matter? Examining an
Old Question in New Ways.” Teachers College Record 116 (10): 1–46.
Slaughter, G. 2020. “Canada Confirms First ‘Community Case’ of COVID-19: Here’s What that Means.”
CTVNews, March 5. https://www.ctvnews.ca/health/coronavirus/canada-confirms-first-commu
nity-case-of-covid-19-here-s-what-that-means-1.4841249
Sproule, L. 2020. “New Cellular Infrastructure Should Tackle Cellular Dead Zones Across Eastern
Ontario.” The Review, April 20. https://thereview.ca/2020/04/20/new-cellular-infrastructure-
should-tackle-cellular-dead-zones-across-eastern-ontario/
Stone, L., J. Gray, and C. Alphonso. 2020. “Ontario to Close All Public Schools for Two Weeks after
March Break.” The Globe and Mail, March 13. https://www.theglobeandmail.com/canada/article-
ontario-to-close-all-public-schools-for-two-weeks-after-march-break/
Trust, T., and E. Pektas. 2018. “Using the ADDIE Model and Universal Design for Learning Principles
to Develop an Open Online Course for Teacher Professional Development.” Journal of Digital
Learning in Teacher Education 34 (4): 219–233. doi:10.1080/21532974.2018.1494521.
Webber, G., and D. Miller. 2016. “Progressive Pedagogies and Teacher Education: A Review of the
Literature.” McGill Journal of Education 51 (3): 1061–1079. doi:10.7202/1039628ar.
Williams, M. K., J. E. Schroer, C. Gull, J. C. Miller, and S. Axelson. 2020. “Creating a Support Network to
Sustain Student-centered, Active Pedagogy in Emergency Online Education.” In Teaching,
Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field, edited
by R. E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, and C. Mouza, 27–32.
Waynesville: Association for the Advancement of Computing in Education. https://www.learnte
chlib.org/p/216903/