Remote Teaching Practicum in Low-SES Schools: NETDS Preservice Teacher Perceptions

In 2020, the authors and a group of preservice teachers took part in a Department of Education funded project called National Exceptional Teaching for Disadvantaged Schools (NETDS). This chapter explores the experiences of NETDS third year preservice teachers who were forced to teach remotely during the COVID-19 pandemic. All of the preservice teachers were placed in low-SES schools. Preservice teachers were assigned mentor teachers who they worked with in the development of curriculum design and remote/flexible teaching strategies. Research findings indicated that preservice teachers encountered a number of challenges and opportunities while engaging in remote teaching with disadvantaged students and their families. Characteristics and qualities that make up effective mentor-preservice teacher partnerships during a remote teaching practicum assisted in a successful school placement. The research project adopted a qualitative methodological approach and is underpinned by a social justice lens.