The Covid-19 pandemic was a time of hardship for communities all over the world. As governments raced to ensure the health and safety of their communities, school districts did the same for their students, families, teachers, and staff. The switch to remote instruction brought many challenges to students and their teachers, and as schools have made the shift back to the classroom, new challenges and obstacles have arisen for students, their families, and their teachers. This qualitative pilot case study aims to address the challenges, accomplishments, and supports that novice educators have experienced during the Covid-19 pandemic, as well as insights into the ways that novice educators have navigated these trying times at the start of their careers in education. The findings of the study show that many novice educators were resourceful during the pandemic, such as utilizing online and educational technology with ease, yet struggled to make interpersonal connections with their students and their colleagues. Participants also felt that much of what was learned in education classes at the university level was not utilized due to the pandemic and classroom regulations. Those who felt that they were able to foster relationships with their colleagues and students and were able to transfer their own learning to their classrooms, described explicit support from their administration and grade teams. The findings from this pilot study will inform further research on the topics of novice and pre-teacher support and mentorship.

Authors:
Erika Prevost, St. John's University, United States
Elena Jurasaite-O’Keefe, St. John's University, United States

About the Presenter(s)
Ms Erika Prevost is a University Doctoral Student at St. John's University in United States

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