Abstract
Field experiences provide opportunities for preservice teachers to apply instructional procedures and theories in authentic classroom settings (Leko & Brownell, 2011). The ever-changing landscape of public school classrooms makes teacher preparation a challenge. In this study, ten participants, special education preservice teachers (PSTs) in the semester before student teaching, recorded their experiences from their field experiences during a pandemic. We explored the types of activities that PSTs engaged in, the challenges that they faced, and lessons that were learned as a result of the experience. Results showed a reduced number of hours in the field, challenges with instructional practices and student engagement, the importance of relationship building, and the need for teacher flexibility. Results have post-pandemic implications for researchers and teacher preparation programs.
Recommended Citation
Miller, Rhonda D.; Avery, Meaghan S.; Uphold, Nicole; and Thomas-Richmond, Jamia
(2025)
"Lessons Learned from Field Experiences of Special Education Preservice Teachers During a Pandemic,"
Teacher Education Journal of South Carolina: Vol. 19:
No.
1, Article 6.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol19/iss1/6