Innovations in Intern/Mentor Relationships and Conceptions of the Technological Pedagogical Content Knowledge (TPACK) Framework

Autor/inn/en	Wells, Melissa Summer; Irish, Christy K.; Peck, Kristina A.; Davis, Janine S.; Clayton, Courtney
Titel	Innovations in Intern/Mentor Relationships and Conceptions of the Technological Pedagogical Content Knowledge (TPACK) Framework
Quelle	In: Teacher Educators' Journal, 16 (2023) 1, S.1-26 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Innovation; Internship Programs; Mentors; Interpersonal Relationship; Technological Literacy; Pedagogical Content Knowledge; COVID-19; Pandemics; Preservice Teacher Education; Student Teachers; Cooperating Teachers; Educational Technology; Distance Education; Electronic Learning; Teaching Experience; Virginia + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Berufspraktische Ausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Technisches Wissen; Pädagogische Kompetenz; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht
Abstract	The global COVID-19 pandemic has caused many adaptations to preservice teacher preparation, especially supporting completion of field-based internship experiences. This mixed methods research project utilized surveys to analyze the impact of virtual settings on (1) intern (n=14) and mentor teacher (n=5) experiences and relationships; and (2) the use of instructional technology, specifically Technological Pedagogical Content Knowledge (TPACK). Key findings indicated (1) reversals of traditional mentor/intern relationships; and (2) the role of technology as the foundation of instructional decision-making, resulting in challenges when adapting pedagogies of classroom management, assessment, and differentiation to virtual settings. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01