Preservice Teachers' Experience in a Virtual School

Autor/inn/en	Kennedy, Kathryn; Cavanaugh, Cathy; Dawson, Kara
Titel	Preservice Teachers' Experience in a Virtual School
Quelle	In: American Journal of Distance Education, 27 (2013) 1, S.56-67 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2013.756757
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Information Systems; Phenomenology; Course Content; Preservice Teachers; Educational Experience; Learning Experience; Virtual Classrooms; Interviews; Student Teacher Attitudes; Teacher Placement; Field Experience Programs; Supervisor Supervisee Relationship; Delivery Systems; Technological Literacy; Expectation; Distance Education; Educational Technology; United States + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Kursprogramm; Bildungserfahrung; Lernerfahrung; Interviewing; Interviewtechnik; Praxisnahes Lernen; Auslieferung; Technisches Wissen; Expectancy; Erwartung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; USA
Abstract	Situated in the theoretical perspective of phenomenology, the purpose of this study was to understand the experiences of three preservice teachers who voluntarily participated in a field placement in a virtual school in the southeastern United States. The preservice teachers were paired with online teachers for four weeks. Their experiences were documented via four phenomenological interviews. Using phenomenological analysis, the interview data were analyzed, resulting in the essence of the virtual school field placement. The essence of the virtual school field placement was made up of six shared horizons, consisting of (1) communication with supervising teacher, (2) information systems at the virtual school, (3) modification of course content, (4) exposure to new technologies, (5) balancing act, and (6) unmet expectations. The results have implications for preservice teachers, teacher education programs, virtual schools, education policymakers, and teacher certification organizations. Suggestions for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10