To support novice teachers, we need to listen to and honor their experiences in the classroom. This is true during the best of times and especially true amid the tumultuous teaching and learning experiences brought on by the COVID-19 pandemic. In this paper, we discuss emergent themes from interviews with student teachers and early career teachers…

This study utilized narrative inquiry to learn the stories of early career teachers of students with disabilities as they navigated teaching during a global pandemic. Five early career teachers participated in a series of three semi-structured virtual interviews. Interviews were transcribed then analyzed using a six-phase approach to thematic…

The effect of remote learning on student performance has been a frequent topic of research and discussion in the aftermath of the COVID-19 pandemic, yet little is known about the impact of remote instruction on the performance of teachers. This study documents how relative effectiveness of teachers changed when moving from in-person to remote…

The teaching profession has always been a difficult one. This reality has only continued since the COVID-19 school closures as many teachers were attempting to return to "normal." For novice teachers (within their first five years), they did now know what normal was and therefore could not return to it. This group of teachers continue to…

This study uses an interpretive, qualitative research design to highlight beginning teacher perspectives of their experiences teaching during the COVID-19 pandemic. In this study, we share the experiences of 15 K-12 educators who began their teaching careers in the 2019-2020 school year, whose first two years of teaching were marred by frequent…

The COVID-19 pandemic brought about sudden changes in pedagogical strategies in higher education. How faculty processed these changes, as well as their lived experiences during these shifts, has informed fundamental shifts in higher education that will last long into the future. The aim of this phenomenological investigation was to explore the…

Beginning teaching is challenging during normal circumstances. Yet, in the summer of 2020, the newly qualified teachers (NQTs) from initial teacher education (ITE) programmes in Hong Kong, as well as many other global contexts, entered schools that were severely disrupted by COVID-19. This qualitative study, through the use of a qualitative online…

The purpose of this paper is to explore novice ESL teachers experiences with e-learning. Technology has changed education, and it is an integral part of learning and teaching. The students taught these days are not the same as those taught before the pandemic, as current students are 'digital natives' surrounded by computers, smartphones, and…

The COVID-19 pandemic continues to cause global upheaval. It had a significant impact on the field of education, with multiple lockdowns changing the nature of teaching. This has been particularly challenging for early career academics (ECA) who already experience heightened stresses in the field of academia. This article explores the impact of…

There is little research on the experiences of new bilingual education teachers in the United States during the COVID-19 pandemic. This case study analyzes the written reflections of 20 first-year Spanish/English bilingual teachers in New York City, in which they shared their experiences and perspectives as bilingual educators during emergency…

In a struggle to cope with school closures and shifting instructional paradigms from face-to-face to virtual, agriculture teachers across the United States were drastically impacted by the COVID-19 pandemic. We sought to understand how early-career agriculture teachers (ECATs) in California reflected on their teaching experience before and during…

This study was conducted to explore the experiences of novice elementary teachers assigned in far-flung schools in the time of the coronavirus disease 2019 (COVID-19) pandemic, anchoring on reflective practice using Kolb's (2015) experiential learning theory. As a strategy to understand the experiences of novice teachers, the researcher employed…

In the immediate aftermath of the WHO's COVID-19 pandemic declaration, school district administrators and teachers hurried to shift their classrooms to alternative modalities. In a matter of weeks, schools across the country transitioned entire components of their institutions to new platforms, with little guidance from state and federal…

Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the COVID-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also…

Background/Context: Mentors play a central role in preparing new teachers. This is multifaceted and demanding work, for which they rarely receive training, instead often relying on their own intuition or past experiences to guide their practice. As a result, most mentoring assumes the format of observation followed by feedback, emphasizing…