“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience

IF 1.2 4区 教育学 Q3 EDUCATION, SPECIAL Journal of Special Education Technology Pub Date : 2023-06-18 DOI:10.1177/01626434231184880
Samantha A. Gesel, Jared H. Stewart-Ginsburg, Erin K. Washburn, Corinne R. Kingsbery, Jocelyn H. Lev, Rachel Brooks, Hayley Owen
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Abstract

The COVID-19 pandemic altered the ways that teacher educators could provide teacher candidates (TCs) with clinically-rich opportunities to build TCs’ skills and self-efficacy related to teaching reading. The purpose of this qualitative study was to investigate the experiences of 19 TCs who participated in a semester-long virtual reading tutoring program during the COVID-19 pandemic. We conducted semi-structured interviews, then analyzed data through inductive and deductive coding. Four themes emerged, centering (a) the impact of the pandemic on typical clinical experiences, (b) the application of coursework within this virtual clinical experience, (c) TCs’ perceptions of program elements that supported their implementation, and (d) TCs’ perceived benefit of the program for their own development as a teacher and for the reading outcomes of the children with whom they worked. We discuss implications for future work related to enhanced clinical experiences related to TCs’ implementation of reading interventions for striving readers.
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“双面学习”:虚拟阅读干预临床体验中教师候选人体验的定性研究
新冠肺炎大流行改变了教师教育者为教师候选人(TC)提供丰富临床机会的方式,以培养TC与阅读教学相关的技能和自我效能。本定性研究的目的是调查19名TC在新冠肺炎大流行期间参加为期一个学期的虚拟阅读辅导计划的经历。我们进行了半结构化访谈,然后通过归纳和演绎编码对数据进行分析。出现了四个主题,集中在(a)疫情对典型临床体验的影响,(b)课程在这种虚拟临床体验中的应用,(c)TC对支持其实施的项目要素的看法,以及(d)TC认为该计划对他们作为教师的自身发展以及与他们一起工作的儿童的阅读成绩有好处。我们讨论了与提高临床经验相关的未来工作的影响,这些经验与TC为努力阅读的读者实施阅读干预有关。
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CiteScore
3.90
自引率
15.80%
发文量
31
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