The Rapid Response of William & Mary's School of Education to Support Preservice Teachers and Equitably Mentor Elementary Learners Online in a Culture of an International Pandemic

Autor/inn/en	Kier, Meredith; Clark, Kelley
Titel	The Rapid Response of William & Mary's School of Education to Support Preservice Teachers and Equitably Mentor Elementary Learners Online in a Culture of an International Pandemic
Quelle	In: Journal of Technology and Teacher Education, 28 (2020) 2, S.321-327 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Preservice Teachers; Equal Education; Elementary School Students; Crisis Management; Internship Programs; Program Design; Program Implementation; Tutorial Programs; Virtual Classrooms; College School Cooperation; Teacher Educators; Electronic Learning; Disadvantaged Youth; Access to Computers; Program Effectiveness; COVID-19; Pandemics; School Closing; Virginia + Suchen Sie Ihr Suchwort? Krisenmanagement; Berufspraktische Ausbildung; Programme design; Programmaufbau; Programmplanung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Benachteiligter Jugendlicher; School closings; Schule; Schließung; Schließung (von Schulen)
Abstract	When the world abruptly halted in the midst of the COVID-19 crisis, stakeholders of K-12 education sought ways to directly serve teachers, parents, and children socially, emotionally, and academically "at a distance." Elementary preservice teachers (PSTs) immediately experienced the direct and indirect impacts of the crisis as they were required to leave teaching internships needed for graduation and teacher licensing. This paper puts forth the rapid conceptualization and implementation of a Virtual Tutoring Program by PSTs and teacher educators who used technology to support learners in critical need at a local elementary school. We describe our problems of practice, the process of collaboratively designing the program, key strategies for implementation, and early results reported from teacher candidates that provide implications for teacher educators. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01