Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences

Apprehensions and Expectations of Preservice Teachers relative to Practicum during Pandemic: A Sentiment and Qualitative Analysis

“…The COVID-19 pandemic has brought numerous challenges and drastic changes to traditional student teaching experience (Piccolo et al, 2021;Ralston & Blakely, 2021). One key challenge to this is the sudden shift from in-person learning to remote or hybrid learning which requires preservice teachers to adapt to new ways of teaching and learning (Lei & Medwell, 2021;Piccolo et al, 2021;Pokhrel & Chhetri, 2021). Moreover, they are forced to even be more creative in engaging their students remotely (Marcum-Dietrich et al, 2020).…”

“We were told that the content we delivered was not as important:” disconnect and disparities in world language student teaching during COVID-19

“…Research on these adjustments include Ferdig et al’s (2020) edited volume, which comprises a series of success stories of how teacher education programs responded to the pandemic, particularly in the areas of online pedagogical strategies, alternative field experiences, and new pedagogical approaches to methods courses. The chapters on language education focus on innovations to teacher education coursework online, while the one chapter on student teaching was dedicated to program modifications, rather than the experiences of the student teachers themselves ( Piccolo et al, 2020 ). Thus, although the volume offers mostly positive examples of how several teacher education programs managed the pandemic, particularly in coursework and programming, it does not delve into a deeper understanding of the initial struggles that motivated these successes.…”

“…In the midst of these changes, teacher candidates were still being educated and, despite some altering of certification requirements, student teaching remained a key component of this training ( Ferdig et al, 2020 ). Yet at the onset of the pandemic districts were forced to resort to a “build as you go” process for remote student teaching, resulting in a great deal of uncertainty regarding teacher training and expertise ( Piccolo et al, 2020 ). Student teachers navigated these uncertainties with cooperating teachers, university supervisors, and professors who were equally unprepared for the transition.…”

The Impact of Immersive Learning on Teacher Effectiveness: A Systematic Study

“…Teachers can use real-time feedback to assess student progress and provide timely interventions to help students who may be struggling. Teachers can use immersive learning to create group projects and simulations that require students to work together and solve problems as a team [8], [9]. Moreover, teachers can use immersive learning to develop new skills and techniques, and to gain experience in new teaching methods that they can then apply in the classroom [10], [11].…”