Examining Field Experiences of Teacher Candidates During COVID-19: Systemic Inequities Unveiled for Underserved English Learners in K-12 Grades
Open accessAbstract
The impact of coronavirus disease 2019 challenged schools and credential programs to adjust pedagogy, but rapid changes impeded equitable practices to K-12 grade English Learners (ELs). The framework stems from critical multicultural education. Data represented 81 credential candidates across three universities. Study confirmed that ELs lacked access to online learning, active engagement with peers/teachers, and differentiated instruction due to rapid changes and uncertainties to their programs.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Teacher education programs rooted in principles of social justice and educational equity teach preservice teachers to use the wealth of knowledge they learn about their EL students' backgrounds to guide their pedagogical strategies.
“Teacher education programs rooted in principles of social justice and educational equity teach preservice teachers to use the wealth of knowledge they learn about their EL students' backgrounds to guide their pedagogical strategies (Hernández et al., 2023).”
From Relating preservice teacher's bilingual teaching self‐efficacy to lesson differentiation practices for multilingual learners (2025) · cites this paper as Hernández et al., 2023
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Xu, D., & Jaggars, S. S. (2014) · The Journal of Higher Education · doi:10.1080/00221546.2014.11777343 · Cited by 568 · see citing works
Flagged first, then by citations
Research works printed but not linked: 13
- Chubbuck, S. (2010). Individual and structural orientations in socially just teaching: Concep tualization, implementation, and collaborative effort. Journal of Teacher Education , 613 (3), 197-210.
- Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education , 115 (3), 347-377.
- Darling-Hammond, L., French, J., & Garcia-Lopez, S. (2002). Learning to teach for social justice . Teachers College Press.
- De Jong, E., & Harper, C. (2005). Preparing mainstream teachers for English-language learners: Is being a good teacher good enough? Teacher Education Quarterly , 32 , 101-124.
- Estrada, M., Woodcock, A., & Schultz, P. W. (2014). Tailored panel management: A theorybased approach to building and maintaining participant commitment to a longitudinal study. Evaluation Review , 38 , 3-28.
- Faltis, C., Arias, M. B., & Ramirez-Marin, F. (2010). Identifying relevant competencies for secondary teachers of English learners. Bilingual Research Journal , 33 , 307-328.
- Gay, G. (2018). Culturally responsive teaching: Theory, research and practice (3rd ed.). Teachers College Press.
- Hernández, A. M., & Daoud, A. (in press). Learning about my students: Examination of cultural asset-based assessments in dual language education. In M. Machado-Casas, S. I. Maldonado, & B. Bustos Flores (Eds.), Evaluating bilingual education programs: Assessing students' bilingualism, biliteracy and sociocultural competence . Peter Lang.
- Montaño, T., Ulanoff, S. H., Quintanar-Sarellana, R., & Aoki, L. (2005). The DEbilingualization of California's prospective bilingual teachers. Social Justice , 32 (3), 103-121.
- Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science , 1 , Article 7. https://doi.org/10.3389/fcomp.2019.00007 · DOI · Paper page
- Nieto, S. & Bode, P. (2012). Affirming diversity: The sociopolitical context of multicultural education . (6th ed.) Pearson Education, Inc.
- Sleeter, C., & Carmona, J. (2017). Un-standardizing curriculum: Multicultural teaching in the standards-based classroom (2nd ed.). Teachers College Press.
- Subekti, A. S. (2020). Covid-19 triggered online learning implementation: Pre-service English teachers' beliefs. Metathesis: Journal of English Language Literature and Teaching , 4 (3), 232-248. https://doi.org/10.31002/metathesis.v4i3.2591 · DOI
Cited by
Sorted by citations
Hernández, A. M., & Daoud, A. (2025) · TESOL Journal · doi:10.1002/tesj.902 · Cited by 6 · see citing works
Self-citation
- Authors
- Hernandez, A. M., Daoud, A., Woodcock, A., & Landin, K.
- Affiliations
- California State University, San Marcos (US)
- Corresponding author
- Hernandez, Ana M.
- Venue
- Journal of Hispanic Higher Education
- Publisher
- SAGE Publications
- Published
- 2021-11-18
- Volume
- 22
- Issue
- 3
- Pages
- 307-324
- ISSN
- 1538-1927 (ISSN-L)
- 1552-5716
- PMC
- PMC10258649
- OpenAlex
- W3215425686
- Cited by
- 14
- References
- 1
- Citations by year
- 2025: 2 · 2024: 7 · 2023: 3 · 2022: 2
- FWCI
- 5.28
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Journal of Hispanic Higher Education (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- U.S. Department of Education
- University of California, Irvine
- Topics
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- English language learners, pre-service teachers, practicum, COVID-19 pandemic, systemic inequities, teacher education curriculum, critical multicultural education, online learning access, differentiated instruction, underserved students, K-12 education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
