Pandemic Pedagogies Reshaped the Education Landscape: A Longitudinal Study of Teacher Candidates Testimonials during COVID-19

• In Event: Evolving Issues in Education: Teacher Preparedness, Policy, and Identity

Abstract

This study discusses the impact of the COVID-19 pandemic on education, specifically special education teacher preparation and K-12 special education settings. This study explores teacher candidates' experiences across three pandemic phases (2020–2022), highlighting their evolving challenges and coping mechanisms. Phase 1 revealed acute stress, isolation, and technological barriers during the abrupt shift to online learning. Phase 2 reflected continued uncertainty, hybrid teaching complexities, and growing mental and emotional fatigue. By Phase 3, participants expressed long-term burnout, disconnection, and a critical need for institutional support. Across phases, flexible accommodations and compassionate instructors were key to resilience. The findings underscore the urgent need for systemic change in teacher education—centering mental health, realistic workloads, and adaptive pedagogies in post-pandemic educational practice.

Authors

• Gabriela Walker, National University

• Rosemary Onyango