Table 3 All quotes coded from LA focus group to the three constructs of SDT before, during, and after the remote learning transition

Competence experiences

making you feel more competent or successful

“…being able to see [the students] work it out and do it.” (Eduardo)

“I just use the white board on zoom…whenever I had people [to] engage…” (Josefina) “I felt most confident in my [online] breakout rooms.” (Lucas)

Competence experiences making you feel less competent or successful

“Sometimes I would have a misconception and thought I was teaching them something right.” (Lucas)

“I lost the respect. Whenever it switched on the breakout room. We would often get derailed.” (Lucas)

“There was definitely a learning curve.” (Eduardo)

Autonomy being empowered to make decisions regarding content, pedagogy, and forging relationships with undergraduate students

“Whenever we would go over a concept, some of the methods and the things that, each of us were using our [own] methods.” (Eduardo)

“Having the technology would be important. Sometimes I would use the whiteboard. So how to engage my students not just online, but also in person. I was able to learn better online.” (Josefina)

“I definitely want to continue doing so, able to use zoom. Dipping my toes in the water.” (Lucas)

Relatedness professional relationships with students

“We have our weekly meetings, and we all have a pretty good relationship. For my students, in person, I had a good rapport.” (Josefina)

“Once the spring happened, I lost of my students who were struggling, and who remained were my higher-level students. We’d go over the stuff.” (Lucas)