Abstract
ABSTRACT The COVID-19 pandemic has affected people in every country in unprecedented, unimaginable ways. The abrupt transition to remote teaching due to the pandemic has posed several challenges to traditional teacher education programmes and altered student teaching experiences. This study aims to explore the student teaching experiences of pre-service student teachers enrolled in an initial teacher education programme in the United States. An analysis of responses to an open-ended online survey revealed that student teachers struggled to complete the required fieldwork hours and the state-required teacher assessment (edTPA). They also encountered challenges in building relationships with their students and cooperating teachers due to a lack of human contact. Participants shared their experiences of aggravated mental health issues and unanticipated positive outcomes of the situation. The findings indicate the critical importance of prioritising the socio-emotional needs of student teachers, facilitating agility, and incorporating principles of care in teacher education programmes.
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