“We were able to get creative”: Examining virtual field experiences during literacy instruction with preservice teachers

IF 2.6 Q1 EDUCATION & EDUCATIONAL RESEARCH E-Learning and Digital Media Pub Date : 2023-09-22 DOI:10.1177/20427530231202958
Tala Michelle Karkar Esperat, Chelsey M Bahlmann Bollinger
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Abstract

Field experiences are an integral part of teacher education programs because they provide preservice teachers with an opportunity to put the theory, they are learning in their university classrooms into practice. The purpose of this research study was to explore the preservice teachers’ virtual field experiences at two universities during the onset of the COVID-19 pandemic to identify the practices that inform teacher educators’ and course developers’ practices to provide effective and cohesive virtual field experiences. Twenty-seven preservice teachers participated in this study. Results of the study showed that preservice teachers identified experiences with new literacies (technologies), teacher educator’s role, video analysis, assignments, and working with a cooperating teacher (CT)as valuable in virtual field experiences.
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“我们能够变得有创意”:在与职前教师进行识字教学期间检查虚拟实地经验
实地经验是教师教育计划的一个组成部分,因为它们为职前教师提供了一个将他们在大学课堂上学到的理论付诸实践的机会。本研究的目的是探索两所大学在COVID-19大流行期间职前教师的虚拟现场体验,以确定哪些实践可以为教师教育者和课程开发人员提供有效和有凝聚力的虚拟现场体验。27名职前教师参与了本研究。研究结果表明,职前教师认为新素养(技术)、教师教育者的角色、视频分析、作业以及与合作教师(CT)合作的经验在虚拟现场体验中是有价值的。
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来源期刊
E-Learning and Digital Media
E-Learning and Digital Media EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
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