Preservice kindergarten teachers’ narratives during the COVID-19 pandemic

Abstract

PurposeThe purpose of this current study is to follow the development of preservice kindergarten teachers during the practicum phase of their teacher education studies in the time of the COVID-19 pandemic and following the first period of lockdown.Design/methodology/approachThe sample included 38 preservice kindergarten teachers in their third and final year of studies who worked in kindergartens as student teachers. Data were collected using reflective journals written by the participants during their studies, after returning to work following the first lockdown. The author analyzed the data using the life-story narrative method.FindingsThe analysis identified four different types of early education preservice teachers based on their ability to cope with the shift in work conditions. The discussion offers insight into participants’ ability to effectively implement the professional tools they had acquired in the program and during the practicum.Research limitations/implicationsLimitations include reliance on data from reflective journals, which may be missing details that would have been collected face-to-face. The study has important implications for the functioning of kindergarten teachers in times of crisis, which should be taken into account in the design of the teachers’ training programs.Originality/valueThe effect of the pandemic on the quality of the preservice kindergarten teachers’ training process, and its implications for functioning in other types of crises are discussed.