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COVID-19 and Teacher Preparation

What Washington Teacher Education Programs are Saying About the Impact of the Pandemic on Preparation and the Prospective Teacher Pipeline. Abstract COVID-19 profoundly impacted teacher preparation during the close of the 2019-20 school year. Based on survey responses from nearly all Washington State teacher education programs (TEPs), we find that the pandemic had predictable but concerning effects on teacher preparation; most notably, student teaching requirements were greatly reduced or waived completely for many candidates. The nature of the feedback that candidates received from field placement supervisors and cooperating teachers also changed substantially as a result of the transition to remote instruction in K-12 schools. Survey responses do not suggest that the pandemic has had an immediate impact on TEP applications or enrollment, but there is still considerable ambiguity about how TEPs will operate going forward; survey responses show a wide range of plans for teacher preparation in the 2020-21 school year. Download the full article:

Washington STEM Teacher Survey Summary Report

A summary of responses to the Washington STEM Teacher Survey by early-career science, technology, engineering and math (STEM) teachers in Washington State. Abstract This policy brief summarizes the responses by early-career science, technology, engineering and math (STEM) teachers in Washington State to the Washington STEM Teacher Survey. These earlycareer STEM teachers were asked about their perspectives of their teacher education program (TEP) and STEM subject preparation, with a focus on their student teaching experiences. The survey also included questions about teacher compensation and the teachers’ future teaching plans. We find that respondents generally view their preparation experiences more favorably than their current work environment and compensation, which suggests further research relating these survey responses to later teacher outcomes. Download the full article:

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