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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
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.