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

Sat, April 10, 10:40am to 12:10pm EDT (10:40am to 12:10pm EDT), Division K, Division K - Section 6 Paper and Symposium Sessions


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.