Preservice Teachers Identifying High Leverage Practices within Virtual Field Experiences

Autor/inn/en	Watt, Sarah; Abbitt, Jason
Titel	Preservice Teachers Identifying High Leverage Practices within Virtual Field Experiences
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 23 (2023) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Field Experience Programs; Online Courses; Teaching Models; Scaffolding (Teaching Technique); Field Instruction; Small Group Instruction; Large Group Instruction; Graduate Students; Special Education; Methods Courses + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Online course; Online-Kurs; Lehrmodell; Praxisklasse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Methodisch-didaktische Anleitung
Abstract	An exploratory, within-subject study examined the extent to which 34 preservice teachers noticed the implementation of high-leverage practices (HLPs) in special education classrooms within three virtual field experiences (VFEs). The purpose of this study was to examine the extent to which preservice teachers could accurately identify HLPs across a variety of classroom settings that embedded different instructional models (i.e., explicit teaching versus inquiry-based models). Overall findings indicated that preservice teachers consistently observed strategies to promote active engagement with high accuracy and observed the implementation of cognitive strategies and scaffolded instruction with low accuracy. Furthermore, preservice teachers identified HLPs with this highest accuracy within classrooms using explicit instructional settings. Implications for teacher educators on how to scaffold VFEs to promote accurate identification of HLPs across settings are provided. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: https://citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01