Preparing Teachers for Technology-Based Learning Environments: Transformative Reflections From Preservice Teachers

• In Event: Professional Practice, Teachers, and Teacher Preparation

Abstract

Alternative schools offer opportunities for students to succeed through unique instructional methods. Alternative school hybrid learning environments allow students to earn course credits online within a classroom. The purpose of this research was to examine how pre-service teachers engage in transformative experiences, in the midst of changing instructional environments, through alternative school field placements and reflective online discussions. This qualitative study used narrative methods to analyze the reflections of pre-service teachers who were enrolled in a hybrid teacher preparation course and observed in an alternative school implementing hybrid instruction. Through preliminary analysis of the data an unexpected theme emerged: discomfort. To prepare teachers for these changing K-12 instructional methods, teacher preparation courses need to adapt.

Authors

• Jennifer K. LeBlanc, Texas A&M University

• Amanda S Otten, Texas A&M University - College Station

• Abiola A. Farinde, University of Pittsburgh