Lessons from an Online Teacher Preparation Program: Flexing Work Experience to Meet Student Needs and Regulators' Requirements in the United States

Autor/inn/en	Barnes, Richard; Hall, Robert; Lowe, Verna; Pottinger, Carrie; Popham, Aaron
Titel	Lessons from an Online Teacher Preparation Program: Flexing Work Experience to Meet Student Needs and Regulators' Requirements in the United States
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 4, S.528-535 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1802203
Schlagwörter	Teacher Education Programs; Online Courses; Program Effectiveness; Work Experience; COVID-19; Pandemics; School Closing; Distance Education; Educational Technology; Electronic Learning; Student Teaching; Blended Learning; Student Teachers; Cooperating Teachers; Student Needs; Student Placement; Utah + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Employment experience; Job experience; Occupational experience; Berufserfahrung; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Schülerpraktikum
Abstract	In the United States, educator preparation is regulated at the state level. Accordingly, each state education system, and even individual districts, responded uniquely to the COVID-19 pandemic. Western Governors University (WGU) compiled a list of each state regulators' response to COVID, many of which included relaxation of student teaching requirements. While most of WGU's teacher preparation programme is delivered online, students complete observations and student teaching (teaching practice) in traditional classrooms. WGU had 1,875 student teacher candidates in the field on 1 March 2020. Through diligent effort all the candidates were able to complete their student teaching. WGU responded by allowing parallelism between the student teachers and their mentor teacher so that the student teacher could engage in teaching in the same manner as their mentor teacher, which varied on a district-by-district and state-by-state basis. WGU was also careful to evaluate whether the host school's virtualisation was still meeting the needs of the student teacher and if not, then to shift the student teacher to a different placement that was more virtual-friendly. Additionally, WGU plans to pilot intentionally virtual student teaching opportunities with online charter schools in autumn 2020. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01