The COVID-19 pandemic has affected people in every country in unprecedented, unimaginable ways. The abrupt transition to remote teaching due to the pandemic has posed several challenges to traditional teacher education programmes and altered student teaching experiences. This study aims to explore the student teaching experiences of pre-service…

Considering the rapid spread of the COVID-19 pandemic, most universities migrated to online mode of teaching and learning in a spontaneous manner without adequate preparation and guidance for the key stakeholders in the institutions. The change in mode of teaching has implications for pre-service teachers because of the unique nature of teacher…

The purpose of this study was to examine K-12 music teachers' beliefs pertaining to classroom management after the COVID-19 pandemic. Participants consisted of 567 K-12 music teachers currently teaching within the United States. They responded to a modified version of the "Classroom Management Beliefs Survey" developed by Kwok (2021).…

The aim of this research was to study teachers' learning management experience in teaching science after the COVID-19 pandemic. The sample consisted of 66 senior pre-service science teachers, who carried out fieldwork in the school, and 53 in-service science teachers; the selection was conducted by purposive sampling. The instrument of this…

The COVID-19 pandemic has forced dramatic shifts in the educational landscape. This study explored pre-service teachers' experiences during a four-week online practice teaching (PT) program in Pakistan amidst the COVID-19 pandemic. Based on an exploratory qualitative research design, it examined reflections from 24 pre-service teachers that were…

Field experiences are an integral part of teacher education programs because they provide preservice teachers with an opportunity to put the theory, they are learning in their university classrooms into practice. The purpose of this research study was to explore the preservice teachers' virtual field experiences at two universities during the…

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers' and learners' technological skills and readiness. This study aimed to…

University Teaching Experience for Mathematics Prospective Teachers (UTEMPT), an NSF-funded collaborative project, has implemented an innovative version of early field experiences in order to provide preservice mathematics teachers an opportunity to make a meaningful connection between methods-course-content and teaching practices in a college…

Music teacher preparation programs typically provide preservice music educators (PMEs) experiences working with many student populations, including students with disabilities. Researchers have shown the positive impact field experience and coursework has on PMEs preparation to teach music to students with disabilities (SWD). Yet, few music…

Teachers are working in disturbing and challenging times, characterised by coterminous crises, the COVID-19 pandemic and human induced climate change; these are transforming our working conditions and the lives of students and teachers. In this research, we looked to our own pedagogical practices as teacher educators to collaboratively explore…

The COVID-19 pandemic has significantly impacted various teaching and learning practices. Teachers worldwide had to adapt their instructional methods to teach from a distance, often without prior training. This abrupt transition resulted in significant alterations to their professional identities, which remain largely unexplored and uninvestigated…

In March of 2020, the COVID-19 pandemic ushered in unprecedented changes in public education. This study employed a qualitative narrative inquiry research design to explore special education teacher narratives related to their experiences during the COVID-19 pandemic. Analysis of data from daily internship experience journals and virtual focus…

At institutions striving to maintain face-to-face field placements and instruction amidst the COVID-19 pandemic, circumstances changed daily in response to new developments at the university, local school districts, and personal circumstances. This mixed-methods study explored and evaluated the adaptations made to early childhood teacher…

This study aimed to investigate the online teaching experiences of preservice teachers during the pandemic. Due to COVID-19, preservice teachers were required to work with children and families remotely to gain practicum experiences. Three preservice teachers' work (family reflection papers, lesson reflection papers, video recordings of teaching,…

The COVID-19 Pandemic led to immediate school closures resulting in online learning. Online learning under such circumstances presented challenges for teaching students with disabilities. As school districts continued to provide educational services to students through online learning environments, it has become increasingly important to gain…