Before Teaching Content, We Must Connect

Autor/inn/en	Quinn, Linda F.; Paretti, Lois
Titel	Before Teaching Content, We Must Connect
Quelle	In: Educational Research: Theory and Practice, 32 (2021) 1, S.97-101 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Student Teachers; Student Teaching; Field Instruction; COVID-19; Educational Change; School Closing; Educational Innovation; Technology Uses in Education; Electronic Learning; Online Courses; Practicums; Student Teacher Attitudes; Practicum Supervision; Student Teacher Evaluation + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Praxisklasse; Bildungsreform; School closings; Schule; Schließung; Schließung (von Schulen); Instructional innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Practicum; Praktikum; Praktika
Abstract	This is the tale of 74 teacher education candidates whose final student teaching field experiences were abruptly interrupted due to school and university closures. Ways they continued their student teaching amidst switching to online instruction are presented. University support for teacher candidates and classroom teachers is documented. Innovative use of technology to reach K-12 students and to reflect on practices are outlined. An emerging protocol for activities is described as Consistency, Access, Supervision and Evaluation (CASE) to provide a framework for future non-emergency online practicum. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01