Bilingual Student Teachers' Digital Peer Learning Mentorship During COVID-19: A Virtual Change Laboratory

• In Event: AERA Roundtable Session 5
  In Roundtable Session: Responses to the Pandemic to Promote Equity and Social Justice in Education

Abstract

This qualitative case study reports on how bilingual student teachers who participated in the virtual Change Laboratory (CL) interventions during Covid-19 served as peer mentors for each other as they reflected on new ways of bilingual teaching in their hybrid settings to support their students to continue their bilingual learning given the immediate constraints of alternative student teaching formats. A total of 28 CL participants were placed internationally and domestically for both in-person and online student-teaching. CL assignments were collected for data analysis. Preliminary findings suggest that CL participants were able to tailor small group instruction in breakout rooms and provide more 1:1 student-learning-centered support in their lesson study and that they were actively engaged in hybrid professional learning-practice. (119 words)

Author

• Sharon Chang, Teachers College, Columbia University