Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

10.22492.ije.9.4.01

Authors:
Monica Gonzalez Smith, University of Hawaiʻi at Mānoa, USA
Nicole Schlaack, University of Hawaiʻi at Mānoa, USA
Email: [email protected]
Published: August 27, 2021
https://doi.org/10.22492/ije.9.4.01

Citation: Smith, M. G., & Schlaack, N. (2021). Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education, 9(4). https://doi.org/10.22492/ije.9.4.01


Abstract

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

Keywords

emergency remote teaching, student engagement, student interaction, teacher candidate, teacher preparation, pandemic