Supporting the Pedagogical Needs of Preservice Teachers During a Time of Crisis

Abstract

This chapter describes the design, implementation, and evaluation process of a series of modules to support preservice teachers in the sudden transition to distance teaching during the COVID-19 crisis. In response to the transition, teacher education programs urgently made efforts to provide alternative field experiences and redesign their curricula. For PSTs at Arizona State University who transitioned to remote/online field experiences, the authors designed modules targeting the most relevant aspects of quickly shifting to remote/online teaching. Based on a mixed-methods analysis of an online survey, PSTs perceived the modules to be useful but also emphasized a need for more relevant modules further aligned with their coursework and field experiences. The findings also indicated a need for teacher education programs to continue exploring alternatives to traditionally structured programs, such as moving beyond the three-credit course structure and solely in-person field experiences, to better prepare PSTs to teach during times of crises and within the virtual age.