Field experiences for pre-service teachers post-COVID-19: structures required to support mental health
This study investigates a supplemental field experience taking place on a university campus in the 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...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1191136/full |
| _version_ | 1797754515215089664 |
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| author | Megan Adams Sanjuana Rodriguez Karla Ramirez Virginie Jackson Virginie Jackson Allison Garefino Allison Garefino |
| author_facet | Megan Adams Sanjuana Rodriguez Karla Ramirez Virginie Jackson Virginie Jackson Allison Garefino Allison Garefino |
| author_sort | Megan Adams |
| collection | DOAJ |
| description | This study investigates a supplemental field experience taking place on a university campus in the 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 4 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 dispositions, and science-based literacy instruction taught in literacy blocks. |
| first_indexed | 2024-03-12T17:33:34Z |
| format | Article |
| id | doaj.art-5187012a33f549a5bd16dd3bf0a4b082 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T17:33:34Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-5187012a33f549a5bd16dd3bf0a4b0822023-08-04T14:02:28ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.11911361191136Field experiences for pre-service teachers post-COVID-19: structures required to support mental healthMegan Adams0Sanjuana Rodriguez1Karla Ramirez2Virginie Jackson3Virginie Jackson4Allison Garefino5Allison Garefino6Department of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United StatesDepartment of Elementary and Early Childhood Education, Kennesaw State University, Kennesaw, GA, United StatesDepartment of Elementary and Early Childhood Education, Kennesaw State University, Kennesaw, GA, United StatesDepartment of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United StatesDepartment of Elementary and Early Childhood Education, Kennesaw State University, Kennesaw, GA, United StatesDepartment of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United StatesDepartment of Elementary and Early Childhood Education, Kennesaw State University, Kennesaw, GA, United StatesThis study investigates a supplemental field experience taking place on a university campus in the 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 4 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 dispositions, and science-based literacy instruction taught in literacy blocks.https://www.frontiersin.org/articles/10.3389/feduc.2023.1191136/fullpre-service teachingCOVID-19mental healthelementary schoolsfield experiences |
| spellingShingle | Megan Adams Sanjuana Rodriguez Karla Ramirez Virginie Jackson Virginie Jackson Allison Garefino Allison Garefino Field experiences for pre-service teachers post-COVID-19: structures required to support mental health Frontiers in Education pre-service teaching COVID-19 mental health elementary schools field experiences |
| title | Field experiences for pre-service teachers post-COVID-19: structures required to support mental health |
| title_full | Field experiences for pre-service teachers post-COVID-19: structures required to support mental health |
| title_fullStr | Field experiences for pre-service teachers post-COVID-19: structures required to support mental health |
| title_full_unstemmed | Field experiences for pre-service teachers post-COVID-19: structures required to support mental health |
| title_short | Field experiences for pre-service teachers post-COVID-19: structures required to support mental health |
| title_sort | field experiences for pre service teachers post covid 19 structures required to support mental health |
| topic | pre-service teaching COVID-19 mental health elementary schools field experiences |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1191136/full |
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