Digital Practice Spaces and Clinical Practice in Teacher Preparation: Current Uses and Future Possibilities

Autor/inn/en	Littenberg-Tobias, Joshua; Kaka, Sarah; Kessner, Taylor; Tuf Francis, Anthony; Kennett, Katrina; Reich, Justin
Titel	Digital Practice Spaces and Clinical Practice in Teacher Preparation: Current Uses and Future Possibilities
Quelle	In: Journal of Digital Learning in Teacher Education, 38 (2021) 1, S.20-32 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaka, Sarah) ORCID (Kessner, Taylor) ORCID (Reich, Justin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2974
DOI	10.1080/21532974.2021.1997365
Schlagwörter	Technology Uses in Education; Preservice Teacher Education; Teacher Education Curriculum; Student Teachers; Apprenticeships; Teaching Experience; Computer Simulation; Risk; Experiential Learning; COVID-19; Pandemics; Educational Trends + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Apprenticeship; Lehre; Computergrafik; Computersimulation; Risiko; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsentwicklung
Abstract	This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE's "Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation" as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01