A Case for Adaptability: Exploring the Impact of the COVID-19 Pandemic on Preservice Teachers’ Culminating Field Experiences

Abstract

The purpose of this qualitative study was to gain insight into the lived experiences of preservice teachers amid the Covid-19 pandemic, including how such experiences impacted their perceptions of self-efficacy and pedagogical readiness. The participants were preservice teachers (both graduate and undergraduate) enrolled in an educator preparation program who fulfilled their student teaching requirements during the fall 2020 semester. Data collection included an initial survey, semi-structured interviews, and a focus group discussion. Findings from our data suggest that teacher candidates taught in a variety of highly nuanced configurations. While some were teaching in strictly virtual or face-to-face settings, the majority were teaching across multiple modalities and therefore, carrying an increased workload. Findings also point to the importance of adaptability and self-efficacy as participants integrated health and safety protocols into their classroom practices, navigated altered modes of teaching, and overcame concerns for their personal safety.

Acknowledgment

This study was approved by the university’s Institutional Review Board (approval no. IRB-21-21).

Consent

All participants provided written informed consent prior to enrollment in the study.

Data availability

The data that support the findings of this study are available on request from the corresponding author, MW. The data are not publicly available due to their containing information that could compromise the privacy of research participants.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by a PRIDE Fund Grant from Lindenwood University.

Notes on contributors

Michelle Phillips Whitacre

Michelle P. Whitacre, PhD, is an Associate Professor in the Department of Curriculum and Instruction at Lindenwood University.

Amanda Aldridge

Amanda Aldridge, EdD, is an Associate Professor in the Department of Curriculum & Instruction at Lindenwood University.

Ricardo Garcia

Ricardo Garcia, PhD, is a lecturer in the Doctor of Education Administration Program at the University of Dayton.