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During COVID-19, digital learning took on an unprecedented central focus in K-12 education. This study applied photovoice qualitative methodology to record and understand the lives and reality for teacher interns as they adapted to abrupt changes in the way they designed and delivered instruction while living homebound during a pandemic. Teacher interns shared their stories of transitioning to virtual or distance learning. Participants (n = 97) were a demographically and culturally diverse group of K-12 public school teacher interns from California. The findings from this study illuminate the need for U.S. public K-12 schools to develop specific professional development training to support teachers when unforeseen events may cause the physical closure of their schools. The implications of this study highlight a shift in the mindset of how to develop practices and policies to support teacher licensure candidates during times of crisis, which may affect their ability to teach and engage students in a distance learning environment. Their experiences showed that out of chaos came the development of critical thinking and unexpected skills that moved education forward for everyone involved.
COVID-19, teacher interns, distance learning, photovoice, emergency remote teaching
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Recommended APA Citation
Burleigh, C. L., Wilson, A., & Lane, J. (2022). COVID-19: Teacher Interns’ Perspectives of an Unprecedented Year. The Qualitative Report, 27(6), 1582-1606. https://doi.org/10.46743/2160-3715/2022.5341
Cheryl L. Burleigh 0000-0003-2393-5477; Andrea M. Wilson 0000-0002-1471-654X; Jim F. Lane 0000-0003-1428-4289
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