Preparing for Virtual Student Teaching: a Presence + Experience Design Case

Hall, Jacob A.; Widdall, Christine L.; Lei, Jing

doi:10.1007/s11528-021-00660-2

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…However, as online classrooms become more common in K-12 education, teacher preparation programs have sought to better prepare candidates for these contexts and are considering ways to address this additional preparation within their programs (Hall, Widdall, & Lei, 2021). Although online learning offers several benefits, such as the flexibility in attending class from anywhere and at times convenient to the participants, this medium of delivery may not be well suited for all learners (Jaggars, 2011).…”

Section: Clinical Experiencesmentioning

confidence: 99%

Pre-education reflections of online and face-to-face clinical experiences

Casale,

Thomas,

Bazzi

2023

SUP

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PurposeThis research study provides insight into students’ perceptions of teaching through virtual and face-to-face clinicals in an introductory education course in a pre-education program at a minority-serving institution.Design/methodology/approachThis study took place at an urban–suburban-centered community college in the Midwestern United States and was reviewed by the higher education institutional review board (IRB). Data were collected from pre-education majors enrolled in a four-hour Introduction to Education with field experiences.FindingsThe findings indicated that both virtual and face-to-face clinicals were beneficial to the development of pre-service teachers, particularly in an early introduction to education course.Research limitations/implicationsThe finding that virtual clinicals are significant to teacher growth is significant to teacher recruitment and preparation.Practical implicationsThe flexibility of a virtual clinical provides greater opportunities for low-income and marginalized populations with limited means and access.Social implicationsThis finding can lead to strategies to diversify teacher candidates.Originality/valueThis study sought to answer the following question: how do pre-education students reflect to understand the roles and responsibilities of teaching through virtual options vs face-to-face clinicals? The interest of this research is to expand pathways into the teaching profession to nontraditional, ethnically and culturally marginalized groups and historically underrepresented groups.

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Section: Clinical Experiencesmentioning

confidence: 99%

Pre-education reflections of online and face-to-face clinical experiences

Casale,

Thomas,

Bazzi

2023

SUP

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More than high, medium, and low: Pre-service teacher TPACK profiles and intentions to teach with technology

Cheng,

Hall,

Wang

et al. 2024

Educ Inf Technol

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Supporting the Pedagogical Needs of Preservice Teachers During a Time of Crisis

Woo

Archambault

Borup

2022

Research, Practice, and Innovations in Teacher Education During a Virtual Age

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This chapter describes the design, implementation, and evaluation process of a series of modules to support preservice teachers in the sudden transition to distance teaching during the COVID-19 crisis. In response to the transition, teacher education programs urgently made efforts to provide alternative field experiences and redesign their curricula. For PSTs at Arizona State University who transitioned to remote/online field experiences, the authors designed modules targeting the most relevant aspects of quickly shifting to remote/online teaching. Based on a mixed-methods analysis of an online survey, PSTs perceived the modules to be useful but also emphasized a need for more relevant modules further aligned with their coursework and field experiences. The findings also indicated a need for teacher education programs to continue exploring alternatives to traditionally structured programs, such as moving beyond the three-credit course structure and solely in-person field experiences, to better prepare PSTs to teach during times of crises and within the virtual age.

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Preparing for Virtual Student Teaching: a Presence + Experience Design Case

Cited by 3 publications

References 28 publications

Pre-education reflections of online and face-to-face clinical experiences

Pre-education reflections of online and face-to-face clinical experiences

More than high, medium, and low: Pre-service teacher TPACK profiles and intentions to teach with technology

Supporting the Pedagogical Needs of Preservice Teachers During a Time of Crisis

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