Supporting the Pedagogical Needs of Preservice Teachers During a Time of Crisis

Abstract

This chapter describes the design, implementation, and evaluation process of a series of modules to support preservice teachers in the sudden transition to distance teaching during the COVID-19 crisis. In response to the transition, teacher education programs urgently made efforts to provide alternative field experiences and redesign their curricula. For PSTs at Arizona State University who transitioned to remote/online field experiences, the authors designed modules targeting the most relevant aspects of quickly shifting to remote/online teaching. Based on a mixed-methods analysis of an online survey, PSTs perceived the modules to be useful but also emphasized a need for more relevant modules further aligned with their coursework and field experiences. The findings also indicated a need for teacher education programs to continue exploring alternatives to traditionally structured programs, such as moving beyond the three-credit course structure and solely in-person field experiences, to better prepare PSTs to teach during times of crises and within the virtual age.

Learning to teach world language online during COVID‐19 pandemic: A phenomenographic study

“…Indeed, since the advent of the COVID‐19 pandemic, the literature about teacher education for online teaching has framed online teaching as an emergency activity (e.g., Archambault et al, 2021; Baran & AlZoubi, 2020; Conry et al, 2022; Woo et al, 2023). While teacher educators have more purposefully redesigned their courses to add modules addressing online‐teaching topics, covering a range of subjects, from pedagogical practices to digital inequalities and mental health online (e.g., Baran & AlZoubi, 2020; Hall et al, 2020; Woo et al, 2023), the narrative remains one of exceptionality.…”