Open AccessTeaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education
Author(s) -
Monica Gonzalez Smith,
Nicole Schlaack
Publication year - 2021
Publication title -
iafor journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.146
H-Index - 3
ISSN - 2187-0594
DOI - 10.22492/ije.9.4.01
Subject(s) - formative assessment , situated , supervisor , pedagogy , psychology , distance education , mathematics education , pandemic , covid-19 , medicine , political science , computer science , disease , pathology , artificial intelligence , infectious disease (medical specialty) , law
The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.