Balancing Work and School During the Time of Covid-19

The ongoing COVID-19 pandemic objectively affected the teaching of educational psychology during the 2019–2020 academic year. Subjectively, however, the pandemic affected learning to varying degrees. Uncertainties of the continual and long-term impact of COVID-19 require that educator preparation programs examine their current online instructional approaches to understand how to effectively structure virtual learning that reflects the academic needs of pre- and in-service teachers. In this study, responses from pre- and in-service teachers (n = 211) enrolled in educational psychology courses across five semesters were collected and analyzed to explore the lived experiences of the pre- and in-service teachers engaged in teacher education courses during the COVID-19 pandemic. In general, the students were satisfied with the course organization, assignments, increased knowledge, and instructor. Negative effects included interruptions to their field practicums, stressful situations within the home while caring for family members, difficulty with balancing multiple roles within the confinement of their homes, increased coursework activity, and lower self-efficacy with learning online. Implications for supportive mental health and resiliency policies and practices in higher education are discussed.