Preparing Student Teachers for "Real" Classrooms through "Virtual Vicarious" Experiences of Critical Incidents during Remote Practicum: A Meaningful-Experiential Learning Perspective

Autor/in	Korucu-Kis, Saadet
Titel	Preparing Student Teachers for "Real" Classrooms through "Virtual Vicarious" Experiences of Critical Incidents during Remote Practicum: A Meaningful-Experiential Learning Perspective
Quelle	In: Education and Information Technologies, 26 (2021) 6, S.6949-6971 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Korucu-Kis, Saadet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10555-7
Schlagwörter	Preservice Teacher Education; Student Teachers; Student Teaching; Critical Incidents Method; Distance Education; Practicums; Experiential Learning; COVID-19; Pandemics; Virtual Classrooms; Educational Change; Action Research; Electronic Learning; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Distance study; Distance learning; Fernunterricht; Practicum; Praktikum; Praktika; Experiental learning; Erfahrungsorientiertes Lernen; Bildungsreform; Projektforschung
Abstract	The COVID-19 pandemic has precipitated dramatic changes in education systems around the world and pre-service teacher preparation programs have been notably impacted by the associated difficulties and constraints. Due to lockdown of universities and schools, practicum placements had to shift from in-person to virtual learning environments. However, being a practical classroom activity, practicum posed particular challenges that prompted teacher educators to make adjustments in their pedagogical strategies to meet the course requirements. The present study reports on the first cycle of an action research project undertaken to respond to the practicum crisis caused by the COVID-19 restrictions. Conducted with eleven practicum students, this research investigated whether engaging student teachers in vicarious experiences of critical incidents through Kolb's experiential learning cycle via a collaborative virtual application could create meaningful learning. The results indicated that the intervention process had the characteristics of active, constructive, authentic, intentional, and collaborative, and as well it led to improvements in practicum students' domain-specific knowledge and skills. Despite a few number of concerns raised, which will be utilized to refine the future implementations of the first action plan, the practicum students reported that this experience supported them during remote practicum and contributed positively to their development. Drawing on the results of the study, a series of rationales for the use of virtual vicarious experiences of critical incidents during COVID-19 and beyond are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01