Field Experiences for Pre-Service Teachers Post-COVID-19: Structures Required to Support Mental Health
Location
PARB 128 (First Floor)
Proposal Track
Research Project
Session Format
Presentation
Abstract
This study investigates a supplemental field experience taking place on a university campus in summer of 2021. The program includes linguistically, culturally, and socioeconomically marginalized children performing below grade level in reading. Pre-service teachers (PSTs) work with the children for four weeks, focusing on science based literacy instruction. The initial findings of this case study were that lesson planning, teacher dispositions, and willingness to accept feedback are critical for PSTs. Additionally, a major concern in the findings is the increased evidence of mental health concerns for the children and PSTs. The findings indicate a need for focused training on social-emotional learning with special care relating to stressors caused by COVID-19. There must also be additional training for PSTs on explicit and detailed lesson plans, adjusting their own dispositions, and science based literacy instruction taught in literacy blocks.
Keywords
Pre-service teaching; COVID-19; mental health in elementary schools
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Adams, Megan and Rodriguez, Sanjuana C., "Field Experiences for Pre-Service Teachers Post-COVID-19: Structures Required to Support Mental Health" (2022). Georgia Educational Research Association Conference. 38.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/38
Field Experiences for Pre-Service Teachers Post-COVID-19: Structures Required to Support Mental Health
PARB 128 (First Floor)
This study investigates a supplemental field experience taking place on a university campus in summer of 2021. The program includes linguistically, culturally, and socioeconomically marginalized children performing below grade level in reading. Pre-service teachers (PSTs) work with the children for four weeks, focusing on science based literacy instruction. The initial findings of this case study were that lesson planning, teacher dispositions, and willingness to accept feedback are critical for PSTs. Additionally, a major concern in the findings is the increased evidence of mental health concerns for the children and PSTs. The findings indicate a need for focused training on social-emotional learning with special care relating to stressors caused by COVID-19. There must also be additional training for PSTs on explicit and detailed lesson plans, adjusting their own dispositions, and science based literacy instruction taught in literacy blocks.
