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Preservice Teachers, Policy Engagement, and Provisional Teacher Testing Policy During COVID-19
Mon, April 25, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Division Virtual Rooms, Division K - Section 02: Teacher Agency, Teacher Leadership and Teacher Activism Within and Beyond the Classroom Virtual Roundtable Session RoomAbstract
This paper draws from a qualitative case study of students enrolled in a public teacher education program in Massachusetts in the spring of 2021. I analyze the case of pre-service teachers' experiences with provisional teacher testing policy designed in response to the COVID-19 crisis. Findings demonstrate that the provisional teacher testing policy eased financial, logistical, and emotional pressure for the majority of respondents. However, powerful norms of individual responsibility, meritocracy, and compliance ultimately led many to support a return to the pre-COVID-19 policy. At the same time, witnessing change in educational policy due to the pandemic broadened respondents’ views of ways of “doing” teacher education and increasing pre-service teacher policy engagement.