Field Experiences of Teacher Candidates During COVID-19 School Closures: Examining Equity for Underserved English Learners

• In Event: Designing Innovative Field Experiences in the Context of COVID-19

Abstract

The impact of the pandemic (COVID-19) on school closures challenged schools and credential programs to adjust pedagogy, however it is our responsibility to provide equitable practices to all students, particularly K-12 grade English learners (ELs). The framework stems from critical multicultural education (Gallavan, 2011; Nieto & Bode, 2012; Sleeter & Carmona, 2017). Data represents 81 credential students across three state universities, and 97 first and second-year teachers. This study confirms educational responsibility for ELs who lacked access to online learning, active engagement with peers/teachers, and differentiated instruction. In addition, an equitable online instruction needs attention to the socioemotional wellbeing of K-12 students and teacher candidates, who were not emotionally prepared to face rapid changes and uncertainties to their programs.

Authors

• Ana M. Hernandez, California State University - San Marcos

• Annette M. Daoud, California State University - San Marcos

• Anna Woodcock, California State University - San Marcos

• Kyle Landin, California State University San Marcos