Research: “Can Someone Please Say Something?”: Avoiding Chaos in a Virtual Environment

Abstract

This study investigated the experiences of preservice secondary English language arts (ELA) teacher candidates (n=12) as they attempted to complete their crucial student teaching field experience during the 2020–2021 pandemic crises. In addition, it looked at their university supervisors’ (n=3) experiences as they sought to mentor and guide the teacher candidates through a virtual environment. Findings indicated both positive and negative consequences for participants. Overall, the student teachers and university supervisors remained optimistic about the internship experience and found value in it. Yet the complexities of schedules, digital platforms, and expectations took a heavy toll with one student dropping out and another deciding to go to law school after finishing their education degree. Implications for supporting student teachers and mentors in virtual environments are included, along with recommendations for future research on promoting the cultivation of digital pedagogy in ELA preservice coursework.