Work

Field experiences for pre-service teachers post-COVID-19: structures required to support mental health

Year: 2023

Type: article

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.

Source: Frontiers in Education

DOI: 10.3389/feduc.2023.1191136

Authors: Megan Adams, Sanjuana Rodriguez, Karla Ramirez, Virginie Jackson, Allison Garefino

Institution: Kennesaw State University

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,285