Design and Development of Virtual Teaching Practicum Models: Embracing Change during COVID-19

Autor/inn/en	Hunter-Johnson, Yvonne; Farquharson, Beulah; Edgecombe, Raquel; Munnings, Janice; Bandelier, Neresa; Swann, Natasha; Butler, Faith; McDonald, Tarah; Newton, Norrisa; McDiarmid, Lovinia
Titel	Design and Development of Virtual Teaching Practicum Models: Embracing Change during COVID-19
Quelle	In: International Journal of Multidisciplinary Perspectives in Higher Education, 8 (2023) 1, S.1-28 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-2546
Schlagwörter	Instructional Design; Electronic Learning; Models; Practicums; COVID-19; Pandemics; Foreign Countries; Preservice Teacher Education; Educational Development; Distance Education; Preservice Teachers; Bahamas + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Practicum; Praktikum; Praktika; Ausland; Lehramtsstudiengang; Lehrerausbildung; Bildungsentwicklung; Distance study; Distance learning; Fernunterricht
Abstract	The unprecedented introduction of COVID-19 in Spring 2020 has created an academic earthquake in higher education. There was an instant halt to academic programs, student support, the learning environment, instructional methods, and delivery at all levels. Teacher educational programs were no exception. These programs consist of both coursework and a culminating practicum. There was an instant need to conceptualize a model that would assist with transitioning pre-service teachers from a traditional teaching practicum to a virtual teaching practicum. This model would ensure the demand was met from the Ministry of Education for qualified teachers despite the global pandemic. Hence, a team of researchers at the University of The Bahamas designed and developed two virtual teaching practicum models. They were the foundational platform for transitioning pre-service teachers from traditional to virtual teaching practicums. Implications for theory and practice are also discussed. [The page range cited on the .pdf (pp. 1-29) is incorrect. The correct page range is pp. 1-28.] (As Provided).
Anmerkungen	International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01