Early Childhood Pre-service Teachers’ Psychosocial Feelings and Perceptions of Teaching Related to Practicum Experiences During COVID-19: What Have We Learned?
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The COVID-19 pandemic disrupted teacher preparation experiences and many early childhood pre-service teachers were unable to participate in classroom-based practicum experiences. Understanding pre-service teachers’ perceptions of alternative practicum experiences and related psychosocial feelings provides important information for teacher preparation programs. During the 2020-2021 academic year, pre-service teachers enrolled in practicum courses in an early childhood teacher preparation program in the US completed surveys with questions focused on depressive symptoms, anxiety and stress, pandemic concerns, teaching efficacy, and intentions for teaching. Descriptive and inferential analyses indicated that, overall, pre-service teachers completing practica in this challenging context reported minimal levels of depressive symptoms and low to moderate levels of anxiety and stress. Pre-services teachers reported limited concern about not having practicum experience; however, responses also indicated that pre-service teachers missed interacting with children and building relationships with them. Although a majority of pre-service teachers did not report considering a different career during this time, over a quarter of pre-service teachers reported being concerned about finding a job. Findings are discussed in terms of pre-service teachers’ experiences in practica during the COVID-19 pandemic, lessons learned, and implications for teacher preparation programs.
Abstract
The COVID-19 pandemic disrupted teacher preparation experiences and many early childhood pre-service teachers were unable to participate in classroom-based practicum experiences. Understanding pre-service teachers’ perceptions of alternative practicum experiences and related psychosocial feelings provides important information for teacher preparation programs. During the 2020-2021 academic year, pre-service teachers enrolled in practicum courses in an early childhood teacher preparation program in the US completed surveys with questions focused on depressive symptoms, anxiety and stress, pandemic concerns, teaching efficacy, and intentions for teaching. Descriptive and inferential analyses indicated that, overall, pre-service teachers completing practica in this challenging context reported minimal levels of depressive symptoms and low to moderate levels of anxiety and stress. Pre-services teachers reported limited concern about not having practicum experience; however, responses also indicated that pre-service teachers missed interacting with children and building relationships with them. Although a majority of pre-service teachers did not report considering a different career during this time, over a quarter of pre-service teachers reported being concerned about finding a job. Findings are discussed in terms of pre-service teachers’ experiences in practica during the COVID-19 pandemic, lessons learned, and implications for teacher preparation programs.
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