Field experiences for pre-service teachers post-COVID-19: structures required to support mental health
Department
Secondary and Middle Grades Education
Additional Department
Elementary and Early Childhood Education
Document Type
Article
Publication Date
1-1-2023
Abstract
This study investigates a supplemental field experience taking place on a university campus in the summer of 2021. The program includes linguistically, culturally, and socioeconomically marginalized children performing below grade level in reading. Pre-service teachers (PSTs) work with the children for 4 weeks, focusing on science-based literacy instruction. The initial findings of this case study were that lesson planning, teacher dispositions, and willingness to accept feedback are critical for PSTs. Additionally, a major concern in the findings is the increased evidence of mental health concerns for the children and PSTs. The findings indicate a need for focused training on social–emotional learning with special care relating to stressors caused by COVID-19. There must also be additional training for PSTs on explicit and detailed lesson plans, adjusting their dispositions, and science-based literacy instruction taught in literacy blocks.
Journal Title
Frontiers in Education
Journal ISSN
2504-284X
Volume
8
Digital Object Identifier (DOI)
10.3389/feduc.2023.1191136