Umana-Rojas, Cristina2022-09-132022-09-132022-06https://hdl.handle.net/11299/241626University of Minnesota Ph.D. dissertation. June 2022. Major: Educational Psychology. Advisor: Kristen McMaster. 1 computer file (PDF); xi, 179 pages.The purpose of this qualitative study was to examine the impact that the COVID-19 pandemic had on special education student teachers while they were doing the practicum. A constructivist grounded theory approach was used to analyze interviews of 11 special education teachers who completed their practicum experience in the spring of 2020, when the schools transitioned from in-person to online instruction. The generated conceptual framework, Learning to Teach During the COVID-19 Pandemic, provides a systematic model for analyzing and interpreting the data. The conceptual framework, its themes and categories are discussed. Future research should study the effects of the pandemic on the professional preparation and personal impact of special education student teachers to better address their needs.Keywords: practicum, special education student teachers, pandemic, COVID-19enCOVID-19pandemicpracticumspecial education student teachersThesis or Dissertation