Abstract
This phenomenological case study defined and described College of Education (COE) students’ perceptions of educational disruption during the COVID-19 pandemic and how that disruption shaped their understandings of education. Participants defined educational disruptions as the phenomenon when a plan is created by an individual or school and interrupted by the unplanned with overlapping and intersecting effects along a continuum of physical, social, and emotional well-being that potentially result in individualized trauma. Participants experienced educational disruption through their understandings of: (1) the purpose of education, (2) beliefs about education, (3) curriculum, (4) instruction, (5) assessment, and (6) child guidance and classroom community. Our findings highlight the need for COEs to understand the role of education within community and societies during educational disruptions to meet the needs of diverse students in an ethical and equitable manner. We recommend future studies consider how community-based relationships can inform institutional responses to educational disruptions.
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