COVID‐19 and Pre‐Service Teacher Preparedness: Experiences from the Field


Building off of an earlier project, wherein pre-service teachers were surveyed about their experiences in the field during COVID-19, this study examines how prepared interns were for the K-12 classroom by teacher education programming, and the effectiveness of the new faculty advising model in providing support during the field experience. The project consists of surveys of interns, cooperating teachers, faculty advisors and learning support coaches. Ultimately, the project aims to provide an evidence-based understanding of the internship experience in order to identify how our teacher education programming might respond to gaps in pre-service teacher understanding and supports during their time in the field.

Primary Investigator Cristyne Hébert
Co-Investigators Pam Osmond-Johnson
Funding Competition
Funding Awarded $5,000.00
Investigator Bio

Research Interests

Dr. Hébert’s research is broadly centred around digital literacy learning, non-traditional forms of assessment, and teacher education. Her current work focuses on multimodal assessment in K-12 classrooms, assessment policies in Saskatchewan, maker pedagogies, and field experiences in teacher education.

Academic Qualifications

  • Doctor of Philosophy (2015) – Language, Culture and Teaching, York University
  • Master of Arts (2010) – Philosophy, Queen’s University
  • Bachelor of Education (2008) – University of Ottawa
  • Bachelor of Arts (Honours) (2008) – Philosophy, York University