Literaturnachweis - Detailanzeige
| Autor/inn/en | Loman, Karen; Richards, Janet; Atkins, Charlene |
|---|---|
| Titel | Pandemic, Partnerships and Practicums: Learning to Teach Virtually |
| Quelle | In: PDS Partners: Bridging Research to Practice, 17 (2022) 1, S.19-21 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Partnerships in Education; College School Cooperation; Preschool Education; Elementary Secondary Education; Teacher Education Programs; COVID-19; Pandemics; Practicums; Blended Learning; Electronic Learning; Elementary Schools; Primary Education; Safety; Interaction; Educational Technology; Urban Schools; Professional Development Schools; Missouri (Kansas City) |
| Abstract | Recent constraints due to the coronavirus pandemic created a need for extreme health protocols while maintaining accountability for the critical tasks of teaching and learning. This was a predicament regardless of student age or grade placement. Teacher education programs quickly faced dilemmas connecting matriculating undergraduates to PK-12 schools to satisfy clinical or practicum experiences. Similarly, PK-12 public school districts faced challenging decisions regarding student learning options ranging from completely virtual or completely in-person to hybrid learning environments. Missouri district leadership and a Midwestern university teacher education program collaborated to provide virtual one-on-one teaching sessions for primary grade children in grades 1-3 during the AY 20-21 clinical experience. Although health and safety protocols limited opportunities for interactions, teacher candidate (TC) survey responses indicated the interactions were meaningful and added value to their experience as a prospective teacher. This experience will be the basis for future reactions to interruptions in clinical preparation field experiences. Using this model universities and school districts may build a collaborative foundation to provide virtual teaching opportunities for TCs whether it be in response to health concerns, inclement weather or other as yet unidentified interference to teaching and learning. (ERIC). |
| Anmerkungen | National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
