An Innovative Early Field Experience for Preservice Secondary Teachers: Early Results from Shifting to an Online Model

Autor/inn/en	Cirillo, Michelle; LaRochelle, Raymond; Arbaugh, Fran; Bieda, Kristen N.
Titel	An Innovative Early Field Experience for Preservice Secondary Teachers: Early Results from Shifting to an Online Model
Quelle	In: Journal of Technology and Teacher Education, 28 (2020) 2, S.353-363 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Field Experience Programs; Preservice Teachers; Secondary School Teachers; Online Courses; Group Discussion; Student Attitudes; Teacher Attitudes; Access to Education; Methods Courses; Videoconferencing; Virtual Classrooms; Mathematics Instruction; Introductory Courses; Calculus; COVID-19; Pandemics; School Closing + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Online course; Online-Kurs; Gruppendiskussion; Schülerverhalten; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Methodisch-didaktische Anleitung; Mathematics lessons; Mathematikunterricht; Einführungskurs; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	The COVID-19-induced closure of K-12 schools significantly impacted the field experiences of students enrolled in teacher preparation programs. We addressed this ongoing challenge by adapting an early field experience model for secondary teachers that shifted online mid-semester. The University Teaching Experience model deploys a cohort of preservice secondary mathematics teachers to support instruction in an introductory university mathematics course. When the designated mathematics course moved online, the preservice teachers were able to continue their field experience by facilitating small-group discussions in virtual breakout rooms. To understand the perspectives of the stakeholders participating in the online field experience, we conducted semi-structured one-on-one interviews with the preservice teachers, the mathematics course instructor, and the university mathematics students involved in this setting. Early results indicated that the preservice teachers were highly valued by both the course instructor and the undergraduate mathematics students. Additionally, the preservice teachers appreciated the opportunity to continue their field experience, albeit in the more limited format. We present themes which emerged from preservice teacher interviews and share guidance for teacher preparation program faculty interested in trying an online early field experience while access to K-12 classrooms is limited. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01